DOCSLIB.ORG

Parenting Practices, Self-Control and Adolescents Rebellion

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Parenting Practices, Self-Control and Adolescents Rebellion PARENTING PRACTICES, SELF-CONTROL AND ADOLESCENTS REBELLION FROM SINGLE AND INTACT FAMILY WENDY LEE WEN NI WONG YOONG XIN YEE KYTE WIE A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE BACHELOR OF SOCIAL SCIENCE (HONS) PSYCHOLOGY FACULTY OF ARTS AND SOCIAL SCIENCE UNIVERSITI TUNKU ABDUL RAHMAN MAY 2019 Running Head: PARENTING PRACTICES, SELF-CONTROL AND REBELLION Parenting Practices, Self-control and Adolescents Rebellion from Single and Intact Family Wendy Lee Wen Ni, Wong Yoong Xin and Yee Kyte Wie Universiti Tunku Abdul Rahman This research project is submitted in partial fulfilment of the requirements for the Bachelor of Social Science (Hons) Psychology, Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman. Submitted on May 2019. PARENTING PRACTICES, SELF-CONTROL AND REBELLION ACKNOWLEDGEMENTS We would like to convey our deepest appreciation and sincerest gratitude to people who provide their assistance, guidance, and those who contributed to the completion of this report. First of all, we are grateful to our parents for the warm, continuous encouragement as well as their kind understanding. A tremendous of appreciation to our final year project supervisor, Dr. Gan Su Wan, who gave advice, guidance, and support along the period of the completion on Final Year Project (FYP). Moreover, we would like to thanks principals and students from SMJK Heng Ee, SMJK Jit Sin, SMJK Chung Ling Butterworth, SMJK Phor Tay, SMK Berapit, SMK Perwira, and SMK Air Itam who participated in our study. Furthermore, a special thanks to several friends who provided us with the continuous support, guidance, and encouragement. Finally, We wish to express our highest gratitude and appreciation to everyone that provided assistance and support to us. This FYP had been completed smoothly and successfully by having all of your efforts and contributions. Wendy Lee Wen Ni Wong Yoong Xin Yee Kyte Wie PARENTING PRACTICES, SELF-CONTROL AND REBELLION APPROVAL FORM This research paper attached here, entitled “Parenting Practices, Self-control and Adolescents Rebellion from Single and Intact Family” prepared and submitted by Wendy Lee Wen Ni, Wong Yoong Xin, and Yee Kyte Wie in partial fulfillment of the requirements for the Bachelor of Social Science (Hons) Psychology is hereby accepted. ____________________________ Date:________________ Supervisor Dr. Gan Su Wan PARENTING PRACTICES, SELF-CONTROL AND REBELLION i Abstract Parenting practices are important in child development whereas inappropriate parenting practices may increase the chances on child rebellion. The aim of this study was to examine the relationship of parenting practices, self-control and rebellious behaviour among Malaysian adolescents and the moderating effect of family structure in those relationships. Purposive sampling was used to collect the data. In this research, 398 secondary students from both single and intact family were recruited. The results showed that there were significant relationships among parenting practices, self-control and adolescents rebellion. However, there were no moderating effect of family structure in relation of parenting practices, self-control and rebellion. Future research is recommended to use different variables as the moderator to obtain a more comprehensive research finding. Keyword: parenting practices, adolescents rebellion, self-control, single family, intact family PARENTING PRACTICES, SELF-CONTROL AND REBELLION ii DECLARATION We hereby declare that the report entitled “Parenting Practices, Self-control and Adolescent Rebellion from Single and Intact Family” submitted is written by us and is our own effort and that no part has been plagiarized without citations. Name: Wendy Lee Wen Ni Student ID: 16AAB06575 Signed: ___________________ Date: 4 August 2019 Name: Wong Yoong Xin Student ID: 16AAB06829 Signed: ___________________ Date: 4 August 2019 Name: Yee Kyte Wie Student ID: 16AAB06515 Signed: ___________________ Date: 4 August 2019 PARENTING PRACTICES, SELF-CONTROL AND REBELLION iii Table of Contents Pages Abstract i Declaration ii List of Tables vii List of Figures ix List of Abbreviations x Chapters Ⅰ Introduction 1 Background of Study 1 Context of Study 2 Statement of the Problems 5 Significant of Study 7 Purpose of Study 7 Research Questions 8 Research Hypotheses 8 Definitions and Key Concepts 10 Ⅱ Literature Review 13 Adolescents Rebellion 13 Parenting Practices 14 Parental Warmth and Adolescents Rebellion 15 Parental Regulation and Adolescents Rebellion 16 Parental Autonomy Granting and Adolescents Rebellion 16 Parental Physical Coercion and Adolescents Rebellion 17 PARENTING PRACTICES, SELF-CONTROL AND REBELLION iv Parental Verbal Hostility, and Adolescents 18 Rebellion Parental Indulgent and Adolescents Rebellion 19 Parental Punitive and Adolescents Rebellion 20 Self-control 20 Self-control and Adolescents Rebellion 21 Family Structure 22 Family Structure and Adolescents Rebellion 23 The Moderating Effect of Family Structure in the 24 relation of Parental Warmth and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 25 of Parental Regulation and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 25 of Parental Autonomy Granting and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 25 of Parental Punitive, Verbal Hostility and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 26 of Parental Physical Coercion and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 26 of Parental Indulgent and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 27 of Self-control and Adolescents Rebellion Theoretical Framework 27 Conceptual Framework 30 PARENTING PRACTICES, SELF-CONTROL AND REBELLION v Ⅲ Methodology 32 Research design 32 Sampling techniques 32 Participant and Location 33 Data analysis plan 34 Research procedure 35 Instrumentation 36 IV Finding and Analysis 39 Descriptive Statistics 40 Inferential Statistics 42 V Discussion and Conclusion 59 Parental Warmth and Adolescents Rebellion 59 Parental Regulation and Adolescents Rebellion 60 Parental Autonomy Granting and Adolescents Rebellion 60 Parental Verbal Hostility and Adolescents Rebellion 61 Parental Physical Coercion and Adolescents Rebellion 61 Parental Punitive and Adolescents Rebellion 62 Parental Indulgent and Adolescents Rebellion 63 Self-control and Adolescents Rebellion 63 Family Structure and Adolescents Rebellion 64 The Moderating Effect of Family Structure in the 65 relation of Parental Practices and Adolescents Rebellion The Moderating Effect of Family Structure in the relation 70 of Self-control and Adolescents Rebellion Theoretical Implication 70 PARENTING PRACTICES, SELF-CONTROL AND REBELLION vi Practical Implication 71 Limitation 72 Recommendation 73 Conclusion 74 References 75 Appendices 100 A Participants’ Information Sheet 100 B Participants’ Consent Form 102 C Questionnaire 103 D Parents’ Consent Form 110 E Utar Ethical Approval Letter 112 F KPM Approval Letter 114 G Turnitin Originally Report 115 PARENTING PRACTICES, SELF-CONTROL AND REBELLION vii List of Tables Tables Page 1.0 Descriptive Statistic for Participant’s Gender, Age and Family Status 40 2.0 Descriptive Statistic for Participant’s Race, Religion and School 42 3.0 Pearson Correlation between Parental Warmth and Rebellious Behaviour 43 4.0 Pearson Correlation between Parental Regulation and Rebellious 44 Behaviour 5.0 Pearson Correlation between Parental Autonomy Granting and 45 Rebellious Behaviour 6.0 Pearson Correlation between Parental Physical Coercion and 46 Rebellious Behaviour 7.0 Pearson Correlation between Parental Verbal Hostility and Rebellious 47 Behaviour 8.0 Pearson Correlation between Parental Punitive and Rebellious Behaviour 48 9.0 Pearson Correlation between Parental Indulgent and Rebellious 49 Behaviour 10.0 Pearson Correlation between Adolescent’s Self-control and Rebellious 50 Behaviour 11.0 Independent Sample t-test of Intact Family and Single Parent Family on 51 Rebellious Behaviour 12.0 The Moderating Effect of Family Structure in the relation of 52 Parental Warmth and Rebellious Behaviour 13.0 The Moderating Effect of Family Structure in the relation of Parental 53 Regulation and Rebellious Behaviour PARENTING PRACTICES, SELF-CONTROL AND REBELLION viii 14.0 The Moderating Effect of Family Structure in the relation of Parental 54 Autonomy Granting and Rebellious Behaviour 15.0 The Moderating Effect of Family Structure in the relation of Parental 55 Physical Coercion and Rebellious Behaviour 16.0 The Moderating Effect of Family Structure in the relation of Parental 56 Verbal Hostility and Rebellious Behaviour 17.0 The Moderating Effect of Family Structure in the relation of Parental 57 Punitive and Rebellious Behaviour 18.0 The Moderating Effect of Family Structure in the relation of Parental 58 Indulgent and Rebellious Behaviour 19.0 The Moderating Effect of Family Structure in the relation of Self-control 59 and Rebellious Behaviour PARENTING PRACTICES, SELF-CONTROL AND REBELLION ix List of Figures Figures Page 1 Conceptual Framework of Parenting Practices, Self-control and 30 Rebellion in Malaysian Adolescents Moderate by Family Structure PARENTING PRACTICES, SELF-CONTROL AND REBELLION x List of Abbreviations SPSS Statistical Package for the Social Sciences et al. (Latin) et alia – “and others” IV Independent variable DV Dependent variable SMJK (Malay) Sekolah Menengah
Load more

Recommended publications
  • Hair: the Performance of Rebellion in American Musical Theatre of the 1960S’
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Winchester Research Repository University of Winchester ‘Hair: The Performance of Rebellion in American Musical Theatre of the 1960s’ Sarah Elisabeth Browne ORCID: 0000-0003-2002-9794 Doctor of Philosophy December 2017 This Thesis has been completed as a requirement for a postgraduate research degree of the University of Winchester MPhil/PhD THESES OPEN ACCESS / EMBARGO AGREEMENT FORM This Agreement should be completed, signed and bound with the hard copy of the thesis and also included in the e-copy. (see Thesis Presentation Guidelines for details). Access Permissions and Transfer of Non-Exclusive Rights By giving permission you understand that your thesis will be accessible to a wide variety of people and institutions – including automated agents – via the World Wide Web and that an electronic copy of your thesis may also be included in the British Library Electronic Theses On-line System (EThOS). Once the Work is deposited, a citation to the Work will always remain visible. Removal of the Work can be made after discussion with the University of Winchester’s Research Repository, who shall make best efforts to ensure removal of the Work from any third party with whom the University of Winchester’s Research Repository has an agreement. Agreement: I understand that the thesis listed on this form will be deposited in the University of Winchester’s Research Repository, and by giving permission to the University of Winchester to make my thesis publically available I agree that the: • University of Winchester’s Research Repository administrators or any third party with whom the University of Winchester’s Research Repository has an agreement to do so may, without changing content, translate the Work to any medium or format for the purpose of future preservation and accessibility.
    [Show full text]
  • 1 Before London Started Swinging: Representing the British Beatniks David Buckingham This Essay Is Part of a Larger Project
    Before London started swinging: representing the British beatniks David Buckingham This essay is part of a larger project, Growing Up Modern: Childhood, Youth and Popular Culture Since 1945. More information about the project, and illustrated versions of all the essays can be found at: https://davidbuckingham.net/growing-up-modern/. In his autobiography, Personal Copy, the journalist and broadcaster Ray Gosling describes a feeling of imminent change that was shared by many young people at the very end of the 1950s: There was just this feeling… that we were important, that something was going to happen. How, and in what direction, we didn’t know. And we didn’t much care. It was a very, very, very odd feeling, but we felt it. Gosling himself came from a frugal working-class background in the provincial English city of Northampton. In 1959, he dropped out of university and set up a youth centre in Leicester that was run autonomously by a committee of young people. The academic Richard Hoggart – the author of The Uses of Literacy, who was soon to become the founding director of the Centre for Contemporary Cultural Studies (CCCS) at Birmingham University – was on his management committee. Although Gosling’s youth centre collapsed, he developed the argument for youth-led welfare provision in a pamphlet for the Fabian Society; and he went on to build a career as a writer and public speaker, offering an insider’s perspective on the emerging youth culture of the time. He became associated with the New Left, and began to mix in the more cosmopolitan culture of London’s coffee bars, making friends with Stuart Hall (then the editor of the New Left Review) and the novelist Colin MacInnes, whom he described as his ‘mentor’.
    [Show full text]
  • An American History of Rock and Roll F
    Created in collaboration with Los Angeles United School District teacher Brian Fritch, “An American History of Rock and Roll” is a High School course drawing entirely upon the materials freely available at Teachrock.org. The course integrates the history of the United States from the 1950s on with the history of American popular music. In taking the course, students consider how genres such as Rock and Roll, Pop, Folk, Latin, and Hip Hop have both reflected and informed the cultural, social, and political developments that have occurred in the past 7 decades of U.S. History. The course is divided into four chronological units, with each unit containing approximately 20 media-rich lessons from TeachRock.org. The course culminates in a project-based capstone activity in which students teams create their own short documentary film. The course will span 1-2 semesters, depending on how many lessons the teacher seeks to use in each unit. Teachers can also supplement the curriculum with additional collections TeachRock offers. For instance, lessons from CNN Soundtracks Collection can be drawn upon to teach more recent moments in U.S. History, from Hurricane Katrina to 9/11 to the Stonewall Rebellion to the #BlackLivesMatter movement. The Music that Shaped America Curriculum focuses on U.S. History before the 20th Century, with particular focus on issues of slavery and abolition, the Civil War, and Reconstruction. TeachRock’s Rumble: The Indians who Rocked the World collection examines U.S. History from the Native American point of view, with lessons on Wounded Knee, the Red Power Movement, and the history of cultural appropriation.
    [Show full text]
  • Permanency Planning Today
    Summer 2006 Permanency Planning Today YOUTH DEFINED PERMANENCY The names of the National Resource Center for Family-Centered Practice and Permanency Planning and our newsletter, Permanency Planning Today, make it clear that we are all about permanency. But just what does “permanence” mean? The Federal Government, public child welfare agencies, and the other sources offer formal definitions, but perhaps it is the definitions that come from young people themselves that help us best understand what permanence means to them. What is your definition of permanence? What is it that each individual child and adolescent sees as permanence for him or herself? Federal Definition “A child may be said to have achieved a permanent home when the child is reunified with his or her fam- ily, when a finalized adoption has occurred, or when a legal guardian has been established for the child.” US DHHS (2005) Child Welfare Outcomes 2002: Annual Report http://www.acf.dhhs.gov/programs/cb/stats_research/index.htm#cw Components of Permanence PERMANENCE FOR YOUNG PEOPLE NATIONAL FRAMEWORK: “Permanence is not a philosophical process, a plan, or a foster care placement, nor is it intended to be a family relationship that lasts only until the child turns age 18. Rather, permanence is about locat- ing and supporting a lifetime family ... Permanence should bring physical, legal and emotional safe- ty and security within the context of a family relationship and allow multiple relationships with a vari- ety of caring adults ... Permanence is achieved with a family relationship that offers safe, stable, and committed parenting, unconditional love and lifelong support, and legal family membership status ..
    [Show full text]
  • Childhood Cultures in Transformation Childhood Cultures in Transformation
    Childhood Cultures in Transformation Childhood Cultures in Transformation 30 Years of the UN Convention on the Rights of the Child in Action towards Sustainability Edited by Elin Eriksen Ødegaard and Jorunn Spord Borgen leiden | boston This is an open access title distributed under the terms of the CC BY 4.0 license, which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. Further information and the complete license text can be found at https://creativecommons.org/licenses/by/4.0/ The terms of the CC license apply only to the original material. The use of material from other sources (indicated by a reference) such as diagrams, illustrations, photos and text samples may require further permission from the respective copyright holder. All chapters in this book have undergone peer review. The Library of Congress Cataloging-in-Publication Data is available online at http://catalog.loc.gov Typeface for the Latin, Greek, and Cyrillic scripts: “Brill”. See and download: brill.com/brill-typeface. isbn 978-90-04-43365-6 (paperback) isbn 978-90-04-43368-7 (hardback) isbn 978-90-04-44566-6 (e-book) Copyright 2021 by Elin Eriksen Ødegaard and Jorunn Spord Borgen. Published by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, Brill Nijhoff, Brill Rodopi, Brill Sense, Hotei Publishing, mentis Verlag, Verlag Ferdinand Schöningh and Wilhelm Fink Verlag. Koninklijke Brill NV reserves the right to protect the publication against unauthorized use and to authorize dissemination by means of offprints, legitimate photocopies, microform editions, reprints, translations, and secondary information sources, such as abstracting and indexing services including databases.
    [Show full text]
  • Introduction 1
    Notes Introduction 1. Sharon Stephens, “Children and the Politics of Culture in ‘Late Cap- italism,’ ” in Children and the Politics of Culture, ed. Sharon Stephens (Princeton: Princeton University Press, 1995), p. 7. 2. Mike Davis and Daniel Bertrand Monk, “Introduction,” Evil Paradises (New York: The New Press, 2007), p. ix. 3. Louis Uchitelle, “The Richest of the Rich, Proud of New Gilded Age,” New York Times (July 15, 2007). Online: http://www.nytimes. com/2007/07/15/business/15gilded.html?_r=1&oref=slogin. 4. Wendy Brown, Edgework: Critical Essays on Knowledge and Politics (Princeton: Princeton University Press, 2005), p. 52. 5. Zygmunt Bauman, “Happiness in a Society of Individuals,” Soundings (Winter 2008), p. 21. 6. Tony Pugh, “US Economy Leaving Record Numbers in Severe Poverty,” McClatchy Newspapers (February 23, 2007). Online: http://www.commondreams.org/headlines07/0223-09.htm. 7. Cesar Chelala, “Rich Man, Poor Man: Hungry Children in America,” Seattle Times (January 4, 2006). Online: http://www.commondreams. org/views06/0104-24.htm. 8. Cited in Bob Herbert, “Children in Peril,” New York Times (April 21, 2009), p. A25. 9. Paul Krugman, “Banks Gone Wild,” New York Times (November 23, 2007). Online: http://www.nytimes.com/2007/11/23/opinion/ 23krugman.html?_r=1&oref=slogin&pagewanted=print. 10. Peter Dreier, “Bush’s Class Warfare,” Huffington Post (December 21, 2007). Online: http://www.huffingtonpost.com/peter-dreier/bushs- class-warfare_b_77910.html. 11. Associated Press, “Jimmy Carter Slams Bush Administration,” Dallas Morning News (May 19, 2007). Online: http://www.dallasnews. com/sharedcontent/dwsb/news/politics/national/stories/051907 dnnatcarterbush.91ad00.html.
    [Show full text]
  • (CFS) on the Lives of Young People. Melinda Williams-Wilson
    “I had to give up so, so much” A Narrative Study to Investigate the Impact of Chronic Fatigue Syndrome (CFS) on the Lives of Young People. Melinda Williams-Wilson A thesis submitted in partial fulfilment of the requirements of Bournemouth University for the degree of Doctor of Philosophy July 2009 Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and due acknowledgement must always be made of the use of any material contained in, or derived from, this thesis. 2 Abstract Melinda Williams-Wilson “I had to give up so, so much” A Narrative Study to Investigate the Impact of Chronic Fatigue Syndrome (CFS) on the Lives of Young People. The aim of this research was to explore the experiences of Chronic Fatigue Syndrome among a small group of adolescents, through three research questions: What are the personal experiences of young people with CFS – how does the condition affect their daily lives – including educational, social and psychological perspectives. Secondly, how does CFS impact family life – how does the condition influence not only the lives of sufferers but also those closest to them? Finally, can the knowledge base be deepened to help guide practice for those caring for the needs of adolescent CFS sufferers and their families? The study used a narrative approach in an attempt to capture young people‘s stories, and to provide a window of insight into the personal impacts of CFS on the lives of individuals. Open-ended interviews with eight young CFS sufferers (11 to 18 year olds) were employed that explored personal experiences of CFS.
    [Show full text]
  • Reimagining the Creation of Young Adult Literature in the United States
    University of Kentucky UKnowledge Theses and Dissertations--English English 2019 Outsiders to Whom? Reimagining the Creation of Young Adult Literature in the United States Kyle W. Eveleth University of Kentucky, [email protected] Author ORCID Identifier: https://orcid.org/0000-0002-9692-3357 Digital Object Identifier: https://doi.org/10.13023/etd.2020.040 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Eveleth, Kyle W., "Outsiders to Whom? Reimagining the Creation of Young Adult Literature in the United States" (2019). Theses and Dissertations--English. 103. https://uknowledge.uky.edu/english_etds/103 This Doctoral Dissertation is brought to you for free and open access by the English at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--English by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • Investigating Ideology in the Image of Teens in the 1950S Danielle Bouchard Rhode Island College
    Rhode Island College Digital Commons @ RIC Honors Projects Overview Honors Projects 5-2008 "You're Tearing Me Apart"! Investigating Ideology in the Image of Teens in the 1950s Danielle Bouchard Rhode Island College Follow this and additional works at: https://digitalcommons.ric.edu/honors_projects Part of the American Film Studies Commons, Cultural History Commons, Family, Life Course, and Society Commons, Film and Media Studies Commons, Gender and Sexuality Commons, Social and Cultural Anthropology Commons, and the Sociology of Culture Commons Recommended Citation Bouchard, Danielle, ""You're Tearing Me Apart"! Investigating Ideology in the Image of Teens in the 1950s" (2008). Honors Projects Overview. 27. https://digitalcommons.ric.edu/honors_projects/27 This Honors is brought to you for free and open access by the Honors Projects at Digital Commons @ RIC. It has been accepted for inclusion in Honors Projects Overview by an authorized administrator of Digital Commons @ RIC. For more information, please contact [email protected]. “YOU’RE TEARING ME APART”! INVESTIGATING IDEOLOGY IN THE IMAGE OF TEENS IN THE 1950S By Danielle Bouchard An Honors Project Submitted in Partial Fulfillment Of the Requirements for Honors In The Department of Film Studies The School of Arts and Sciences Rhode Island College 2008 “You’re Tearing Me Apart”! Investigating Ideology in the Image of Teens in the 1950s Danielle Bouchard Honors Thesis 4/14/08 For as long as I can remember, I have wished that I had grown up in the 1950s. From the clothing and hair styles, to the music and movie stars of the time, that period represented everything that I wished my life to be.
    [Show full text]
  • Teenagers, Everyday Life and Popular Culture in 1950S Ireland
    Teenagers, Everyday Life and Popular Culture in 1950s Ireland Eleanor O’Leary, BA., MA. Submitted for qualification of PhD Supervised by Dr Stephanie Rains, Centre for Media Studies, National University of Ireland, Maynooth Head of Department: Dr Stephanie Rains Submitted October 2013 I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of PhD, is entirely my own work and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ____________________________________ ID No. ____________________________________ Date: ____________________________________ Table of Contents List of Illustrations ...................................................................................................................................... 2 List of Tables ............................................................................................................................................... 4 Abstract ........................................................................................................................................................ 5 Acknowledgements ..................................................................................................................................... 6 Introduction ................................................................................................................................................. 8 Chapter 1 – Education and Opportunities...........................................................................................
    [Show full text]
  • Race Youth in Twentieth-Century American Literature and Culture
    University of Kentucky UKnowledge Theses and Dissertations--English English 2021 Race Youth in Twentieth-Century American Literature and Culture Claire E. Lenviel University of Kentucky, [email protected] Author ORCID Identifier: https://orcid.org/0000-0001-6321-2690 Digital Object Identifier: https://doi.org/10.13023/etd.2021.150 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Lenviel, Claire E., "Race Youth in Twentieth-Century American Literature and Culture" (2021). Theses and Dissertations--English. 125. https://uknowledge.uky.edu/english_etds/125 This Doctoral Dissertation is brought to you for free and open access by the English at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--English by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • Teen Moms Navigating Identity and Social Discourse
    “My Whole World”: Teen Moms Navigating Identity and Social Discourse by Laura C. Tanner A PROJECT Submitted to Oregon State University University Honors College In partial fulfillment of The requirements for the degree of Honors Baccalaureate of Arts in Women Studies (Honors Associate) Presented June 3, 2013 Commencement June 2013 AN ABSTRACT OF THE THESIS OF Laura C. Tanner for the degree of Honors Baccalaureate of Arts in Women Studies presented on June 3, 2013. Title: “My Whole World”: Teen Moms Navigating Identity and Social Discourse. Abstract approved: __________________________________________________ Susan Shaw Social discourse presents teenage childbearing as a “serious problem” that results in significant harm and expense to teenage mothers, their children, and society. Although the discourse of teenage childbearing has been multiple, overlapping, and contested, it has resulted in negative stereotyping and stigmatization of teenage mothers. Much of these stereotypes are based on teenage mothers’ “failure” to perform adolescence and motherhood according to societal norms. I perform an exploratory rhetorical analysis on seventeen vlogs (video blog entries) of teen moms who describe their experiences of teenage motherhood. Result: The vloggers in my sample simultaneously (re)produce and (re)negotiate discourses of adolescence and motherhood in order to navigate their identities as teenage mothers in the context of the discourse of teenage childbearing. Additionally, they use Internet communication to share their narratives, together claiming the authority and strength to define their subjectivity and create a new discourse of teenage motherhood. Key Words: Teenage childbearing, teen mom, motherhood, mommyvlog, Internet community Corresponding email address: [email protected] © Copyright by Laura C.
    [Show full text]