Maternal Informal Learning Experiences that Shape Parenting Practices

Dados Bibliográficos

ID2348321
AutoresFrances L Coolman (0000-0002-5855-6314, University of Virginia, Charlottesville and Washington University, Saint Louis, USA, autor correspondente), Khara L P Turnbull (0000-0003-0828-4696, University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Jennifer Locasale-Crouch (University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Jennifer LoCasale‐Crouch (0000-0002-9965-472X, University of Virginia), Rachel Y Moon (0000-0003-0186-8138, University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Fern R Hauck (0000-0001-7309-7665, University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Ann Kellams (0000-0002-9286-5604, University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Eve Colson (University of Virginia, Charlottesville and Washington University, Saint Louis, USA), Eve R Colson (0000-0003-3505-5071, University of Virginia)
Ano2023
Volume44
Fascículo4
Páginas875-890
Data de publicação2023-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Family Issues (JOURNAL)
Identificadores do periódicoISSN: 0192-513X • E-ISSN: 1552-5481
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0192513x211055122
PMID37193088
OpenAlexW3217609575
IdiomaEN
Referências citadas22

Objective: Current understanding of the linkage between maternal education and parenting practices has largely been informed using a narrow definition of educational attainment-the highest level of education an individual has completed. However, the proximal processes that shape parenting, including informal learning experiences, are also important to understand. Less is known about the informal learning experiences that shape parenting decisions and practices. To this end, we conducted a qualitative inquiry about the informal learning experiences of mothers of children ages 3-4 years with the specific goal of understanding how maternal informal learning experiences shape parenting decisions and practices. Design: We conducted interviews with 53 mothers from across the United States who had previously participated in a randomized controlled trial (RCT) of an intervention targeting infant care practices. We recruited a purposive sample of mothers chosen to maximize diversity across educational attainment and adherence to infant care practices targeted in the RCT. Using a grounded theory approach, data were analyzed using an iterative process for organizing codes and themes that mothers identified as informal learning experiences. Results: We identified seven themes representing distinct types of maternal informal learning experiences that impact parenting practices, including: (1) experiential learning during childhood; (2) experiential learning during adulthood; (3) interpersonal interactions including via social media; (4) experiences with non-interactive media sources; (5) informal trainings; (6) beliefs; and (7) current circumstances. Conclusions: Multiple informal learning experiences inform the parenting decisions and practices of mothers with varying levels of formal educational attainment

Developmental psychology · Educational attainment · Experiential learning · Grounded theory · Higher education · Informal education · Informal learning · Interpersonal communication · Pedagogy · Qualitative property · Qualitative research · Sociology · Early Childhood Education and Development · Indigenous Cultures and Socio-Education · Parental Involvement in Education · Psychology · Social Psychology