Diana Baumrind Parenting Styles

Audio Transcript Auto-generated

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  Hi, everyone. It's Laura Beatty here.

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  Um, today we're going to talk about Diana Boran.

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  You might remember that name because she's come up

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  in our classroom management textbooks a few times.

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  And I'm quite excited to talk about her

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  because,

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  um, she's the one who talks about authoritative parenting styles.

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  And when I was first telling friends and family that I was going to,

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  um, pursue

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  a wa a new career in teaching and go back to teachers college.

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  I had a family friend say to me,

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  um, oh, you'll be a good teacher because you're very authoritative

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  and I kind of took it as an insult.

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  I just kind of smiled and nodded at the time.

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  But I thought authoritative, like, does she think that I'm demanding and bossy and,

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  and all of that? But um authoritative is a good thing as we will find out. So

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  let's get into it here.

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  So, Diana Baumrind

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  was born in New York City in 1927 as the eldest of two daughters

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  and she was interested in psychology and philosophy from a young age.

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  She was actually studying Marxism in her teens, which is kind of crazy.

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  Um, and for her education.

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  First,

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  she completed her B A in psychology and philosophy

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  right there in New York City at Hunter College.

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  And then she moved to California

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  and attended Berkeley to complete her ma and her phd in psychology

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  in the 19 fifties.

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  And she stayed at Berkeley

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  to become a developmental psychologist and clinical

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  psychologist at the Institute of Human Development.

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  That's where her most famous research comes out

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  of that we're going to talk about today.

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  She was looking at parenting and group therapy in particular

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  and she famously criticized Stanley Milgram's

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  controversial experiments on obedience and authority.

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  You might be familiar with these Milgram experiments.

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  Basically, it was uh uh it was, there were three people in the experiment.

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  One

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  Well, really two were actors.

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  There was an authority figure who was the person conducting the research,

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  there was the participant

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  and there was a person on the other side of the wall who was answering questions

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  and really they were looking at the participant and seeing

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  if they would blindly follow orders from the authority figure

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  to execute

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  um shock treatment to the person on the other side of the wall.

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  Um If they had answered a question incorrectly,

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  and it was looking at will this participant

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  blindly follow orders and obey an authority figure?

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  Um regardless of what happens to this person on

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  the other side of the wall with these increasing electric

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  shock treatments.

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  Um And Dr

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  Bond

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  was really critical of this.

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  She said you can't put participants in this situation because

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  you're unwillingly putting them through high stress situations

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  that's going to mess with them for

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  potentially a very long time.

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  Um And so because of her criticisms, we now have to give participants

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  um clarity and more information if they're going

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  to be included in studies such as this.

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  She also pioneered this type of multidimensional parenting

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  research that we're going to look at.

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  Um prior to her work, uh research in the world of parenting was really,

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  is the parent controlling or are they more nurturing?

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  Um But there wasn't this sort of in between

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  um option looking at multi

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  dimensions

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  um that Doctor Boer

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  looked at and how did she do this?

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  Well,

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  she had a lot of different studies um in her many years of research,

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  but she was always looking at groups of preschool Children

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  and their parents

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  and the dispositions of, of these Children.

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  So these are the three parenting styles that we're going to look at authoritarian,

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  permissive

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  and authoritative.

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  The authoritarian style of parenting is really focused on obedience, control,

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  discipline,

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  using forceful measures to get what you want

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  out of the child and commanding respect.

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  So as an example of the parent says, why are you making me do this?

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  Parent says because I said so,

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  um and the outcome that we've seen from this type of parenting style

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  is that the child has moderate academic success,

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  low self esteem,

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  poor social skills

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  and higher rates of depression.

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  So really, the research is not in favor of that authoritarian style.

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  On the other side of the spectrum, we have the permissive style.

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  And I think this is important to look about, look at in this day and age because

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  there's so much talk about gentle parenting

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  and we have to be careful not to

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  equate gentle parenting where you're nurturing and loving

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  and really caring for the so

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  social,

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  social, emotional state of your child.

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  We have to not equate that with being permissive.

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  So this permissive style

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  is non punitive, acceptant

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  and affirmative of the child's needs

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  and desires

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  and allows the child to self regulate.

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  So it's really like saying whatever you want, sweetie, you know,

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  doing everything around the child's schedule, not setting a bed time,

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  not having measures in place for discipline,

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  that sort of thing.

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  And the outcome that we see from this permissive style of parenting

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  is problem behavior.

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  Um students who perform less well in school,

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  but higher self esteem, higher social skills

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  and lower levels of depression. So interesting to think about.

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  So, really

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  what we're wanting to do is find a middle ground

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  and really, I shouldn't have taken this family friends words as an insult.

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  When she said I was authoritative, I should have taken it as a compliment as,

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  as I'm sure she intended.

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  So the authoritative style

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  gives direction, uh rationality,

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  there's a give and take between the parent and the child.

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  And there's this balance between sharing your own

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  perspective on a matter as the authority figure

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  and um balancing that with the child's

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  autonomy and their appreciating their individuality.

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  So for an example,

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  you could say, let's go to the park after you wash your hands and face.

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  So there are some rules in order that we're gonna have fun,

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  we're gonna do something you wanna do.

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  And the research shows that this authoritative style of parenting

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  produces well adjusted Children,

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  warm, firm and fair parenting

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  is related to healthy psychological adjustment.

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  So that's the balance that we're looking for

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  and how can we apply this to classroom management.

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  Well, if you look back to chapter one of our textbooks,

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  it goes through some of this that I'll be talking about.

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  Um but it's really important that we think about how

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  we're going to use this authoritative style as teachers.

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  Doctor Bare

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  writes

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  the authoritative parent affirms the child's present qualities,

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  but also sets standards for future conduct.

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  So

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  we're addressing them,

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  we're addressing our students as they are and we're accepting them

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  as the individuals that they are um regardless of their background,

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  regardless of their needs or abilities,

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  we're accepting of that child and we want to support that child,

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  but we also want rules and regulations and structure

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  in our classrooms.

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  And in fact,

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  that provides a level of safety for our students if they come into the classroom,

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  knowing what to expect,

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  knowing that there's going to be some structure and routine

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  in place that's really setting them up for success.

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  Our textbook describes this as warm demanders

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  and I really like that term.

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  I like the idea that we are warm and we're nurturing and we're caring,

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  but we also have demands and we're going to be firm about

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  the rules and the structure that we have in place.

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  So warm demanders

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  are most likely to achieve positive teacher student relationships,

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  respectful classroom climates

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  and better academic and social emotional outcomes for students.

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  So those are, those are all things that we want.

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  And it's really about striking that balance between

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  control in a classroom and nurturance of our students as individuals.

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  So looking at some strengths and concerns um as we are using Doctor

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  Bare's research as a framework for our teaching methods,

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  the strengths as we've just looked at is that there's great evidence

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  to show that the most positive effects are associated

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  with authoritative teaching styles rather than permissive or authoritarian.

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  We want that middle ground of authoritative,

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  that it promotes positive teacher student relationships

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  and the most well adjusted students.

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  And then some concerns. These are just things I think we should look at and

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  think about um when we're using this authoritative method,

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  one is that

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  our disposition in the classroom is not going to be the be all end all of

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  what makes or breaks the social emotional well

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  being of a child or their academic success.

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  We have to look at

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  the other culture around this child. So what's going on in their home life?

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  Um What's going on in their development?

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  Do they have a supportive community of friends and family?

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  Are they active in um other activities outside of school?

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  Do they have some other role models in that way? That sort of thing?

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  I think, I think we have to think about that

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  also striking this balance between firm and fair.

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  When do you be strict and lay down the law in your classroom?

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  And when can you allow yourself to relax and be more lenient and

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  let students have some

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  uh have some control over, over their individual learning.

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  Um Another concern with um Doctor Bauman's

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  research is that maybe it's a little bit generalized

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  because the study only focused on three dimensions,

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  warmth control and structure.

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  Um And maybe there should be more dimensions incorporated

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  into this type of research when we're looking at

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  parents and Children

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  uh in the future.

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  So some closing thoughts first,

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  I want you to think about the following questions,

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  which rules would you make sure to have in every classroom?

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  And which rules would you allow students to help design?

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  So, we have addressed this in class before.

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  But what are some things that you

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  really think you're going to take through to all of your future classrooms?

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  Um Maybe some rules that you have on the board or your transition plans.

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  What are those things that are pretty much set

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  in stone that you're going to be firm about.

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  And then on the other hand,

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  what are some things where you want your students to have a little bit of say

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  over the rules?

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  Um So one thing that this could be,

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  would be working towards a class um benefit um if you meet a certain

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  group learning goal um within your class.

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  So maybe you're working towards a Games Day if um

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  if the students are well behaved or certain criteria is met

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  and they could help shape, you know, what's that? What's that goal going to be?

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  What's that prize at the end going to be

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  and then practice what type of body language projects, an authoritative style.

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  I found a good youtube video about this which will be in my work cited.

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  Um

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  But really thinking about, OK, you're standing up at the front of the class.

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  How do you want to present yourself to be authoritative

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  um to be a good caring role model um for these Children. So

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  I've immediately slumped over. She says, stand up straight

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  um

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  square your body to your students,

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  put your feet under your hips. Um She says,

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  especially for women, we have a tendency to hold our legs and feet close together.

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  She says,

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  take a little bit more of a power stance and take up a little more room physically

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  in the space,

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  make some eye contact

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  and practice relaxing the tension in your body, breathing,

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  slowing down when you need to.

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  And lastly, what I'll say about authoritative style is to be decisive and be calm.

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  I think that's really gonna come through experience

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  in the classroom

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  and the more and more comfortable that we get with the content that we're covering.

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  I think

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  that really helps us to

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  be decisive in what we're saying

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  and also to slow down relax, be calm

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  and be that

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  um that figure in the classroom who's going to provide structure

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  and also going to provide care.

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  And these are my work cited

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  if you want to pause and have a look. There, there is that youtube video.

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  Um

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  the fourth one down there, how teachers can get better at authoritative presence?

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  Thank you all so much for listening.

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  I can't wait to see everybody else's presentation.

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  I hope you have a great day. Take care.