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Western Michigan University ScholarWorks at WMU Dissertations Graduate College 1-2011 Jamaican American Child Disciplinary Practices Stephaney Carter Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Child Psychology Commons, Counseling Psychology Commons, and the Multicultural Psychology Commons Recommended Citation Carter, Stephaney, "Jamaican American Child Disciplinary Practices" (2011). Dissertations. 356. https://scholarworks.wmich.edu/dissertations/356 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. JAMAICAN AMERICAN CHILD DISCIPLINARY PRACTICES by Stephaney Carter A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Counselor Education and Counseling Psychology Advisor: Gary H. Bischof, Ph.D. Western Michigan University Kalamazoo, Michigan December 2011 JAMAICAN AMERICAN CHILD DISCIPLINARY PRACTICES Stephaney Carter, Ph.D. Western Michigan University, 2011 Little is known about child disciplinary practices in Jamaican American families. Literature on child discipline in Jamaica and other Caribbean nations has mainly focused on physical discipline, and no empirical studies have investigated the types of discipline used in the Jamaican American community. The purpose of this study was to describe current child disciplinary practices in Jamaican American families. A total of 311 primarily first-generation Jamaican American parents from New York City completed the 54-item Jamaican Child Discipline Survey, designed for this study, either online or in paper-pencil format. The main foci of the study included the use of child discipline techniques taken from the Jamaican Survey of Living Conditions for children ages 5 to 11 years and 12 to 18 years for both home and school-related infractions; parental goals for parenting; strictness ratings of child discipline strategies; differences between mothers and fathers; and perceived differences between parenting practices in Jamaica and the United States. Results revealed that Jamaican American parents use a wide variety of child discipline techniques, with frequency of use varying by parent gender and age of child. Reasoning and removing privileges were used most frequently for both age groups. Top parenting goals were developing a relationship with God and achieving a good education. Parents tended to use the techniques they rated more strictly more often. Mothers more often were the primary parent and used quarreling/shouting more frequently. Most respondents perceived the United States as different and less strict compared to Jamaica in regard to parenting practices. Significant associations were found among parents‘ level of education, age, time in the United States, and the frequency of use of child discipline techniques. Major themes from optional open-ended comments included: (a) the role of the church and Bible as integral to child discipline, (b) the importance of maintaining open communication with children, and (c) child discipline and training begins at an early age. Cultural influences related to Jamaicans living and parenting in the United States are addressed. Implications for mental health, family and school counseling, and counselor education are discussed. Recommendations for future research are offered. UMI Number: 3496354 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3496354 Copyright 2012 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 © 2011 Stephaney Carter ACKNOWLEDGMENTS First, all honor belongs to the Lord Jesus Christ, who gave a measure of faith to endure and to believe that I could do anything through Him who strengthens me. In good times and in my most challenging moments, His Holy Word comforted my soul, and I knew that everything would be all right. I am here today because of His immeasurable grace. Second, I give God thanks for my husband and best friend Rayon Morrison who has encouraged me and stood by me every step of the way. I could always rely on him whenever the road was rough and difficult to tread. His encouraging words, prayers and unconditional love lifted me out of many dark days. Thanks to my chair Dr. Gary Bischof, and committee members Drs. Suzanne Hedstrom and Julian Bryan. They have guided me with expertise, wisdom, and patience. They nurtured and nourished the counselor educator within me. Thanks for selflessly interrupting family moments, sleep, vacation, and personal time so that I can succeed. Thanks for never giving up on me! I take this opportunity to thank Dr. Larrisa Frias, who passed away suddenly in the summer. She was truly an inspiration to me and I will not forget her enthusiasm for parenting issues. I will continue on this topic with as much love and enthusiasm as she showed. I also thank Dr. Carla Bradley for helping me through the first draft of the proposal. In addition to those persons I mentioned earlier, I give God praise for so many who have stood by me in prayer and cheered me on, especially, my parents, Mr. Cyril and ii Acknowledgments–Continued Mrs. Elira Carter; my sisters and brothers, Delta, Marcia, Sydian and Sharon, Barry, Ashley, and Ryan; and all my nieces and nephews, who have the potential to accomplish great things. I want to thank my entire church family in Jamaica and America, specifically, the Missionary Church Association in Jamaica, the Bronxwood Church of God in New York, and Bible Baptist Church in Michigan. I want to thank Dr. Delores Walcott who has nurtured me greatly. Thanks to my godmother, Hazel Symons, and my host parents Jay and Suzanne Dykstra. I thank fellow doctoral colleagues Janeé Steele, Mugi Kamau, Lasonda Wells, Brad Hinman, and Darryl Plunkett who played a role in helping me to achieve. I thank the Union of Jamaica Alumni Association of New York, the Garvey School community, Bronx Bethany Church of the Nazarene, Mount Vernon Church of God, New Testament Church of God, and John Hus Moravian-Brooklyn. Thank you pastors, presidents, parents, and members for your participation in this study. Thanks to Rev. A.G. Quarry, my pastor; Keneisha Haye; Maureen Griffiths; Vivia; Shernette; Marcia; Debbie; Nathale; Taneisha; Annette; and all those who assisted in any way to arrange meetings with parents and caregivers. Thank you Women of Praise Choir. Finally, thanks to Rev. Iva Coke and Sister Coke, Rev. Dr. Sam Green, Rev. Courtney Richards, Rev. David Roomes, Denise and John Roomes, Dr. Sheila Witherspoon, Dr. Marianne DiPierro, Rev. Pearl Foster, Sister Maggie, Maxine and Art Gilling, Fay and iii Acknowledgments–Continued Lennox Townsend, Fletcher and Jean Lewis and Lynette White. Thanks to my newfound family by marriage, I love you all. Stephaney Carter iv TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................ ii LIST OF TABLES ...................................................................................................... xi LIST OF FIGURES ..................................................................................................... xiv CHAPTER I. INTRODUCTION ............................................................................................ 1 Historical Background of the Problem ................................................... 1 Statement of the Problem ........................................................................ 5 Purpose of the Study ............................................................................... 8 Research Questions ........................................................................ 8 Theoretical Perspective ........................................................................... 9 Definition of Terms ................................................................................ 12 Summary ................................................................................................. 13 II. REVIEW OF LITERATURE .......................................................................... 14 Ecological Model of Human Development ............................................ 14 Historical Context of Jamaican Families and Childrearing .................... 17 Types of Family in Jamaica .................................................................... 20 The Importance of Children During Slavery .......................................... 23 Context of Jamaican Slave Families ....................................................... 25 Context of Childrearing and Disciplinary Practices During Slavery ...... 28 v Table of Contents Continued CHAPTER Types of Discipline in the Jamaican Family Following Slavery ............ 31 Disciplinary Practices and Parental Goals .............................................. 41 Disciplinary Practices in the Caribbean .................................................
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