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Parental Portrayals in Children's Literature: 1900-2000

Parental Portrayals in Children's Literature: 1900-2000

Date: August 2005
Creator: DeWitt, Amy L.
Description: The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While ...
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Parental Rights: Curriculum Opt-outs in Public Schools

Parental Rights: Curriculum Opt-outs in Public Schools

Date: August 2010
Creator: Rogers, Tommy Kevin
Description: The purposes of this dissertation were to determine the constitutional rights of parents to shield their children from exposure to parts of the public school curriculum that the parents find objectionable on religious, moral, or other grounds and to determine the statutory rights of parents to remove, or opt-out, their children from objectionable parts or all of the public school curriculum as set forth in the statutes of the 50 states and the District of Columbia. Many pivotal federal court cases dealing with parent rights and curricular issues, including Mozert v. Hawkins County Board of Education (1987), Vandiver v. Hardin County Board of Education (1987), Brown v. Hot, Sexy, & Safer Productions, Inc. (1995), Leebaert v. Harrington (2003), and Parker v. Hurley (2008) were surveyed using legal research methods. Specific types of curriculum opt-outs (e.g., sex education, comprehensive health programs, HIV/AIDS instruction) granted by each state were ascertained. States' statutes and regulations were categorized as non-existent, restrictive, or permissive based on the scope and breadth of each state's curriculum opt-out statute or regulation. A long list of federal court rulings have provided public schools the right to teach what school boards and administrators determine is appropriate. Parents did not have ...
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Parental Roles and Behavior in Children

Parental Roles and Behavior in Children

Date: December 1970
Creator: McLendon, David M.
Description: This investigation was concerned with the goals parents set for their children, the child-rearing methods parents use to instill their goals in the child, and the behavioral and personality characteristics of the child. To measure these dimensions, participation was solicited from parents who had children enrolled in the North Texas State University Laboratory School.
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Parental Understanding and Satisfaction with Special Education Services in the State of Texas

Parental Understanding and Satisfaction with Special Education Services in the State of Texas

Date: December 2005
Creator: Patton, Angela Havard
Description: Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.
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Parental Understanding of Discipline Issues, Functional Behavioral Assessment, and Behavior Intervention Plans: Using a State-wide Survey to Examine Parents' Reports Related to Discipline

Parental Understanding of Discipline Issues, Functional Behavioral Assessment, and Behavior Intervention Plans: Using a State-wide Survey to Examine Parents' Reports Related to Discipline

Date: August 2005
Creator: Davison, Lisa R.
Description: The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child ...
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Parenting Stress: A comparison of mothers and fathers of Disabled and Non-Disabled children

Parenting Stress: A comparison of mothers and fathers of Disabled and Non-Disabled children

Date: December 2000
Creator: Walker, Alexis Philbin
Description: This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role ...
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Parenting Stress in Mexican American and Caucasian Parents of Children with ADHD

Parenting Stress in Mexican American and Caucasian Parents of Children with ADHD

Date: August 1998
Creator: Cleveland, Jennifer
Description: The purpose of the present study was to examine whether differences exist between reports of parental stress in Mexican American and Caucasian mothers of children with ADHD. A second purpose was to examine whether there were child and family characteristics that made unique contributions to levels of parenting stress in Mexican American parents of children with ADHD. A third purpose was to examine the role that level of acculturation plays in the Mexican American mothers' reports of stress. Dependent measures used in this study include the Parenting Stress Index (PSI) and the Child Behavior Checklist (CBCL).
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Parenting styles and spiritual maturity.

Parenting styles and spiritual maturity.

Date: December 2001
Creator: Bryant, Kenneth
Description: Relationships between parenting styles practiced in individuals' families of origin and the measurement of individuals' spiritual maturity in adulthood were studied. Relationships between gender and the authoritative (facilitative) parenting style comprised the main focus of the study. Participants for this study were recruited from a large, non-denominational Christian church located in north Texas. A total of 300 individuals were randomly selected. A total of 160 individuals filled out the demographic sheet, the Parental Authority Questionnaire (PAQ), and the Spiritual Assessment Inventory (SAI). Canonical correlation procedures were performed among the set of SAI scales measuring individuals' spiritual maturity (awareness, instability, grandiosity, realistic acceptance, disappointment, and impression management) and the set of PAQ scales that measure parenting styles (authoritative or facilitative, authoritarian, and permissive) of mothers and fathers. Conclusions about female and male students raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were varied. Female adults raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were not correlated in a positive manner with spiritual maturity. Male adults raised in homes characterized by fathers with an authoritative (facilitative) parenting style demonstrated significance at only a large observed p value and therefore, could ...
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Parents' beliefs about developmentally appropriate practice in early childhood programs in Taiwan.

Parents' beliefs about developmentally appropriate practice in early childhood programs in Taiwan.

Date: August 2008
Creator: Yen, Yaotsung
Description: Western educational policies and practices have impacted Taiwanese early childhood programs. The concept of developmentally appropriate practice has become part of the educational program for young children in Taiwan. This research study was completed to: (a) describe Taiwanese parents' beliefs about developmentally appropriate practice (DAP) in early childhood programs; (b) examine group differences between fathers' and mothers' beliefs about DAP; (c) investigate group differences between parents of different socioeconomic statuses beliefs about DAP; (d) explore group differences between parents' beliefs about DAP when their children attend different types of schools (public and private); and (e) identify salient factors related to the variability of developmentally appropriate beliefs of Taiwanese parents. Three hundred seventy-nine matched Taiwanese parent pairs (mothers and fathers) participated in this survey research study. All parents had at least one child between the ages of 3 and 6 years. Four hundred forty-eight children attended public schools, and 415 attended private schools. The Teacher Beliefs Questionnaire was modified and used to collect data in this study. Findings showed: (a) fathers' and mothers' beliefs about DAP are significantly correlated; (b) fathers' and mothers' socioeconomic statuses are significantly correlated with their developmentally inappropriate practice beliefs; and (c) parents' socioeconomic status was a ...
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Parents' beliefs and knowledge regarding child development and appropriate early childhood classroom practices

Parents' beliefs and knowledge regarding child development and appropriate early childhood classroom practices

Access: Use of this item is restricted to the UNT Community.
Date: May 2000
Creator: Hughes, Tina M.
Description: The intent of this study was to assess low-income parents knowledge and beliefs regarding child development and appropriate classroom practice and to compare their responses with those obtained from a previous survey of upper-income parents (Grebe, 1998). This study group (N=21) consisted of parents or guardians with children in a federally subsidized child-care center. Results indicated a high level of knowledge regarding developmentally appropriate practice and child development. Overall, there were no significant differences in the knowledge between the two income-levels, however, responses to several questions revealed slight differences in beliefs.
Contributing Partner: UNT Libraries