Parenting Styles family hierarchy and view themselves as having a higher family status than their chil- ROI ESTLEIN dren. They articulate clear rules for the family Interdisciplinary Center Herzliya, Israel, and University of Haifa, Israel andchildrenandexpectthemtobefollowed and obeyed. They tend to employ punitive measures to control their children’s behavior Parenting style – the broad pattern of prac- and have no tolerance for expressions of dis- ticesandbehaviorsemployedbyparentsto agreement. When interacting with the child, discipline their child – has been consistently they communicate few supportive messages shown to greatly influence children’s develop- anddiscourageanyresponse.Finally,author- ment. Studies have persistently documented itative parents are relatively strict but also thesignificantroleparentalcommunication show a high level of emotional support for the behaviors play in shaping children’s charac- child. Their expectations are age-appropriate, teristics and abilities in all realms of their and they are able to balance firm control with lives. Although the literature on parenting supportive communication. Authoritative and its associations with developmental out- parents encourage children’s individuality comes for children has its roots back in the by employing a two-way communication 1920s, much of the research has relied on the process whereby the child actively partic- conceptofparentingstyledevelopedbyDiana ipates in the interaction. Explaining the Baumrind in the 1960s. Baumrind defined reasoning behind their own behavior and parenting style as the attitudes parents have decisionstothechildallowsauthoritative about childrearing and the practices they parents to demonstrate useful negotiation employ to socialize their children. Exploring while maintaining structured discipline. the concept of parental control, this approach Drawing on Baumrind’s framework, was the first to present a theoretical model Maccoby and Martin (1983) suggested that elegantly organized parenting styles that parenting style, rather than being a into a clear taxonomy. Baumrind’s (1966; 1967; 1971) typology initially identified three function of parental control, should be distinct parenting styles: permissive, author- understood as a two-dimensional construct, itarian, and authoritative. The three styles reconceptualized along the dimensions vary in patterns of parental authority and of parental responsiveness and parental reflect different parental values and naturally demandingness. Responsiveness is defined as occurring patterns of parental behavior. parental messages of support and acceptance Permissive parents employ little control that are intentionally articulated to encourage in their interaction with their child. They individuality and self-regulation of the child. communicate total acceptance of the child’s Demandingness includes parental practices behavior, do not use punishment, and often and behaviors that aim to socialize children give in to the child’s desires and pleading. As into their social environment by introducing they do not believe in a family hierarchy, they them to the family and cultural rules they tend to avoid confrontation and encourage are expected to follow. Whereas responsive- children to be responsible for their own ness is not similar to parental warmth, as actions. Authoritarian parents believe in a its main and primary purpose is to promote

The Wiley Blackwell Encyclopedia of Family Studies, First Edition. Edited by Constance L. Shehan. © 2016 John Wiley & Sons, Inc. Published 2016 by John Wiley & Sons, Inc. DOI: 10.1002/9781119085621.wbefs030 2 PARENTING STYLES independence in the child rather than only and independent as well as self-motivated. to demonstrate love, affection, and praise, Children of authoritarian parents tend to be parental demandingness reflects parents’ dependent on their parents. They also tend to efforts to discipline children by supervising be withdrawn, less sociable, and vulnerable them and setting clear boundaries for their to stress and depression. On the other hand, behavior. some studies, although inconclusive, show Basedontheorthogonaldimensions that, as high demandingness is positively of responsiveness and demandingness, associated with instrumental competence, Maccoby and Martin then reorganized the children of authoritarian parents tend to per- categories of parenting to characterize four form moderately well in school. Children of styles: authoritative, authoritarian, indul- indulgent parents tend to be self-centered and gent, and neglecting. Whereas authoritarian to have difficulties controlling their impulses. and authoritative parenting styles generally Their social competence is usually low and reflect similar understanding of the equiva- they are often characterized as immature. lent styles depicted by Baumrind, Maccoby They do, however, report relatively high levels and Martin’s typology distinguishes between of self-perception. Several studies show that, two types of permissive parenting: indulgent because their parents are low in demanding- and neglecting. Indulgent parents are low in ness, children of indulgent parents perform demandingness and high in responsiveness. relatively less well in school. Finally, chil- They are very accepting, making few demands dren of neglecting parents perform most formaturebehaviorbecausetheytrusttheir poorly in all behavioral, emotional, and children to regulate themselves. They view the social domains. These children are the least family as a democratic environment rather sociable of all groups of children as they tend than as a hierarchy and thus exercise little to be emotionally detached and have poor authority. Neglecting parents are low in both prosocial skills. Some studies have found that demandingness and responsiveness. They are children of neglecting parents may also show uninvolved and often see their responsibility poor physical and cognitive development. toward the child as providing only their Although the effects of parenting styles basic needs, such as food and clothes. Thus, on child outcomes usually show consistent neglecting parents often ignore the emotional patterns across family contexts, including and social roles they may have as parents. gender, race, family structure, and education, Some researchers have highlighted the ben- a closer look at this research points to a degree efitofemployingthefourfoldtypologyover of variability in the associations between par- the three-category taxonomy, pointing to enting styles and characteristics of socio- the profound theoretical and empirical dif- economic status and cultural background. ferences between indulgent and neglectful Generally, the authoritarian parenting style permissiveness (Lamborn et al. 1991). is more dominant in traditional families and In terms of outcomes for children, research among parents with low social and educa- has found associations between parenting tional levels, whereas the authoritative style style and a child’s developmental char- is more common in families from a higher acteristics in many domains. Children of socioeconomic status. This quantitative authoritative parents perform better in difference may suggest that parents from dif- school and exhibit fewer problem behaviors ferent backgrounds hold different values with and better prosocial skills than other children. regard to parenting that, in turn, are reflected These children are usually very self-reliant in their parental behavior. Nevertheless, the PARENTING STYLES 3 extensive body of empirical evidence accu- Lamborn, Susie D., Nina S. Mounts, Laurence mulated over the last several decades suggests Steinberg, and Sanford M. Dornbusch. 1991. that the typology of parenting styles is a “Patterns of Competence and Adjustment useful framework for understanding parental among Adolescents from Authoritative, Author- itarian, Indulgent, and Neglectful Families.” dynamics and the potential outcomes they Child Development, 62: 1049–65. DOI:10.2307/ may have for children. 1131151. Maccoby, Eleanor E., and John A. Martin. 1983. SEE ALSO: Authoritarian Parenting; Author- “Socialization in the Context of the Family: itative Parenting in the United States; Child Parent–Child Interaction.” In Socialization, Per- Development; Childhood Socialization; Father- sonality, and Social Development,vol.4ofHand- ing Styles in the United States; Mothering book of Child Psychology, 4th ed., edited by E. Styles;ParentalRoles;SocialClassandChild- Mavis Hetherington, pp. 1–101. New York: John rearing Wiley & Sons.

REFERENCES FURTHER READING Baumrind, Diana. 1966. “Effects of Authori- Baumrind, Diana. 1995. Child Maltreatment and tative Parental Control on Child Behavior.” OptimalCaregivingSocialContexts.NewYork: Child Development, 37: 887–907. DOI:10.2307/ Garland. 1126611. Baumrind, Diana. 1996. “The Discipline Contro- Baumrind, Diana. 1967. “Child Care Practices versy Revisited.” Family Relations, 45: 405–11. Anteceding Three Patterns of Preschool Behav- DOI:10.2307/585170. ior.” Genetic Psychology Monographs, 75: 43–83. Darling, Nancy, and Laurence Steinberg. 1993. Baumrind, Diana. 1971. “Current Patterns of “Parenting Style as Context: An Integrative Parental Authority.” Developmental Psychol- Model.” Psychological Bulletin, 113: 487–96. ogy Monographs, 4: 1–103. DOI:10.1037/ DOI:10.1037//0033-2909.113.3.487. h0030372.