Children's Perceptions of Authority in Botswana and Their Antecedent Childrearing Practices and Attitudes.

Autor/in	Brown, Frieda A.
Titel	Children's Perceptions of Authority in Botswana and Their Antecedent Childrearing Practices and Attitudes.
Quelle	(1976), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Authoritarianism; Child Rearing; Childhood Attitudes; Children; Extended Family; Family Structure; Nuclear Family; Parent Attitudes; Parent Child Relationship; School Organization; Sex Differences; Botswana + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autoritarismus; Kindererziehung; Child; Kind; Kinder; Großfamilie; Familienkonstellation; Familiensystem; Kleinfamilie; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School organisation; Schulorganisation; Sex difference; Geschlechtsunterschied
Abstract	This study examines Botswana children's perceptions of the various authority figures influential in their development and the degree to which children internalize the norms of those authority figures. In addition, parental attitudes and the influence of specific childrearing patterns were examined in conjunction with children's perceptions of authority. Four hundred twenty-seven school children were tested and 48 parents were interviewed regarding family structure and childrearing practices. It was found that girls were more supportive of authority figures than were boys. Children of extended families perceived authority figures as being more supportive of each other more often than children of nuclear families. Children of parents with traditional attitudes and childrearing practices have more positive perceptions of authority figures than children of more western oriented parents. The study suggests that the indiscriminate adoption of western ideals may result in the loss of a stable parent child relationship. (Author/RLV)
Anmerkungen	Not available separately; See UD 020 192
Erfasst von	ERIC (Education Resources Information Center), Washington, DC