Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724604
Title: The parenting dimensions of British Pakistani and White mothers of primary school children
Author: Ali, Shama
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2006
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Abstract:
Educational Psychologists (EPs) need to prepare to work with parents in line with the British Government's push towards providing universal support centred around schools, (Department for Education and Skills, DfES 2003). Moreover, studies in the USA have shown there to be a link between parenting styles/practices and children's social competence (Kennedy, 1992). Without knowing whether these findings can be generalized to British populations, EPs will have limited guidance into planning and delivering parenting programmes. This study therefore sets out to investigate the parenting dimensions (styles and practices) of British Pakistani and White populations. Thirty-four British Pakistani and 34 White mothers of primary aged children between the ages of 7 and 11, comprising equal numbers of males and females participated with English and Urdu versions of questionnaires being posted to their homes. Participants were recruited via their child's head teacher releasing the addresses of Pakistani and White mothers who had a child attending key stage 2 of the same school. Before the administration of the Parental Dimensions Inventory - Short Version (PDI-S), (Power, 2002), which was developed in the USA, it was piloted and adapted for use with British Asian and White populations. The Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997), also completed by mothers, was used to assess children's social difficulties. There were more similarities than differences between the parenting dimensions of Pakistani and White mothers. However, Pakistani mothers reported 'following through on discipline' more than White mothers. Responses to the PDI-S were not found to differ by child's gender. In addition, the more Pakistani mothers reported employing the 'inconsistency' parenting dimension and White mothers reported 'letting the situation go', the more they reported their children had social difficulties. Implications for theory, research and EP practice are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.724604  DOI: Not available
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