Parent-Adolescent Decision Making

Embracing Dialogical Complexity

Datos Bibliográficos

ID2347294
AutoresNancy J Bell (Texas Tech University, Lubbock, TX, USA), Emilia Baron (Texas Tech University, Lubbock, TX, USA), Kimberly Corson (Louisiana Tech University, Ruston, LA, USA), Erin Kostina‐ritchey (Texas Tech University), Erin Kostina-Ritchey (Texas Tech University, Lubbock, TX, USA), Helyne Frederick (0000-0002-4068-6313, Eastern Kentucky University, Richmond, KY USA)
Año2014
Volumen35
Número13
Páginas1780-1799
Fecha de publicación2014-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Family Issues (JOURNAL)
Identificadores de la revistaISSN: 0192-513X • E-ISSN: 1552-5481
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0192513x13480339
OpenAlexW2107843100
IdiomaEN
Citas recibidas6
Referencias citadas22

Contemporary research on parent-adolescent decision making has been concerned with decision outcomes and has viewed these outcomes as indicators of adolescent autonomy. We offer an alternative, dialogical perspective, which directs attention to how adolescents and parents co-construct a decision. The analysis is based on parent and daughter narrations of an important school choice-the decision to apply to a new college-preparatory middle school for girls. By highlighting the decision process in three families, we illustrate how co-construction of a decision can differ even among families who would be classified in the same way on the commonly used outcome assessment. We also question the concept of adolescent decision-making 'autonomy' in that it has fostered a disregard for the rich dialogical context of all decision making

Autonomy · Daughter · Decision-making · Developmental psychology · Dialogical self · Political science · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Social Representations and Identity