Dissertation
Learning to Be an Intensive Parent: Uncovering the Process of Adult Socialization
Washington State University
Doctor of Philosophy (PhD), Washington State University
01/2022
DOI:
https://doi.org/10.7273/000004508
Handle:
https://hdl.handle.net/2376/118873
Abstract
A paradox exists among today’s middle-class parents. Parents today face increased strain on their personal resources, yet middle-class parents continue to make significant investments of time, money, and emotional energy into their children – a practice known as intensive parenting (Hays 1996). The current study seeks to understand why this paradox exists by looking at how parents come to hold intensive parenting standards for themselves. It was speculated that others’ negative judgements during social interactions played a part in why parents held themselves to intensive parenting standards. Data was collected through 55 in-depth interviews with mothers and fathers. Findings reveal that intensive parenting standards are adopted by many from their own parents, but standards are renegotiated by couples once they become parents themselves. Fathers often defer to mothers to guide and direct the resource investments they make in their children. Some evidence is given for why those with reason to resist intensive parenting ideals do not. Adults that struggle to meet identity standards may not speak out to change those standards because they want to avoid scrutinization of their performance. Surprisingly, parents do not hold to intensive parenting standards because of the pressure they feel from others’ judgements. Instead, they hold to them as a strategy to create security for their children’s future, which is seen as a positive and meaningful endeavor. These findings give explanation for why intensive parenting remains prevalent in a resource-strained society.
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Details
- Title
- Learning to Be an Intensive Parent
- Creators
- Amanda Dale Clayson
- Contributors
- Monica K Johnson (Advisor)Jennifer Sherman (Committee Member)Don Dillman (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Sociology, Department of
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 123
- Identifiers
- 99900882241401842
- Language
- English
- Resource Type
- Dissertation