A Generative Perspective of Afro-Jamaican Fathers’ Socialization of Values for their Children in Middle Childhood by Amoy Marshall Green A Thesis presented to The University of Guelph In partial fulfillment of requirements for the degree of Master of Science in Family Relations & Applied Nutrition Guelph, Ontario, Canada © Amoy Marshall Green, July, 2017 ABSTRACT A GENERATIVE PERSPECTIVE OF AFRO-CARIBBEAN FATHERS’ VALUES SOCIALIZATIN FOR THEIR CHILDREN IN MIDDLE CHILDHOOD Amoy Marshall Green Advisor: University of Guelph, 2017 Dr. Susan S. Chuang The study explored Afro-Jamaican fathers’ perspectives on their fathering identity and the socialization of values with a focus on middle childhood. Specifically, I examined the roles and responsibilities that the fathers included in their fathering identity, the values that were instilled when the fathers were children and the values that the fathers wanted for their children, and how the fathers promoted values. The study utilized a thematic analysis methodology from a social constructivist perspective to analyse 10 semi-structured interviews with fathers between 28 and 37 years of age. I explored their perspectives in three areas: (a) construction of fathering identity, (b) perspectives on socialization of values, and (c) perceived factors that affect their socialization of values. The current study contributes to a deeper understanding of Afro-Jamaican fathering identity and socialization of values. There were three main empirical contributions. The study revealed that the fathering identity of Afro-Jamaican fathers was not limited to the behavioural dimension which is the primary areas of exploration in the fathering literature (Pleck, 2010). These fathers emphasized that the values that they experienced as children, and wanted for their children were multifaceted with specific explanations that expanded the prevailing conceptualizations of values (Chao, 1995; Chuang & Su, 2009). Lastly, the approaches that both caregivers and fathers encompassed to instill values in their children focused on strategies within several domains such as control, guided learning, group participation, support, and reciprocity. iii Dedicated to: My sons, Jonathan Green and John-Mark My husband and the father of my sons, David Green My Mother, Millicent Clarke-Reid My father, the late Everton Marshall iv ACKNOWLEDGEMENTS Firstly, I am extremely grateful to my advisor, Dr. Susan Chuang for her mentorship, guidance, support, and kindness during the journey of completing this thesis. Your constructive feedback and sharp editing skills have been greatly appreciated. Further, I would like to thank my committee member, Dr. Michèle Preyde, for her insightful and constructive feedback, and encouragement in completing this thesis. It was an honour to learn from you both. My thesis would not have been possible without the fathers who willingly participated in the study and openly divulged their personal information and their experiences. Also, special thanks to David Green for collecting the data in Jamaica. I would like to extend tremendous gratitude to the Covenant Keepers Ministry Church family, and friends for your prayers, love, support, and encouragement: Pastor Stephen Erskine and First Lady Jackie Erskine; Janet and Michael Walder; Millicent Clarke; Esther Lashley; Charmaine Stanley; Charmaine Llewellyn; Leroy McCalla; and Angela Cranston. Also, to my church family and friends in Jamaica Dr. Lenworth and Hyacinth Anglin; George and Monica Lewis; Dr. Dave and Deirdre Gosse; and Audrey Henry for their friendship, support and encouragement over the years. Special thanks to our family friends, Allan and Olwen Brown, for their noble support, love, and kindness, even during their challenging times. Last but by no means least, I would like to express my gratitude and appreciation to my family. To my spouse, confidante, friend, and department peer, David, for your selfless support, love, encouragement, and patience. You have been a tower of strength. To my sons, Jonathan and John-Mark, for your patience and understanding, especially during the times when I needed to work undisturbed. Thanks to my mother and friend, Millicent, for always being a listening ear, for the many prayers and encouragement, and support as I sought to complete this thesis. Thanks v for the commitment and tremendous sacrifice you made to help me achieve my goals and dreams. Thanks to my siblings, Clive, Anniff, Shanice, and Osheena, for their encouragement and support. Thanks to my aunt and uncles, Marjorie, Daniel, and Audley, for their encouragement and for believing in me. Also, I am grateful to my sister-in-law, Marcia, for her kindness and support, especially during our transition to Canada. vi Table of Contents Abstract…………………………………………………………………………………………ii Acknowledgments……………………………………………………………………… iv Table of Content………………………………………………………………………… vi List of Tables………………………………………………………………………………….ix Introduction……………………………………………………………………....…..… 1 Overview of Scholarship on Fathering…………………………………………..……... 2 Bronfenbrenner’s Bioecological Model…..……………………………………..……… 5 Afro-Caribbean Families: A Historical Perspective…………………………….……... 7 A Historical Account of Afro-Caribbean Families…………………………….…..7 Experiences of Slavery………………………………………………….…11 Apprenticeship and Post-Slavery……………………………………….…16 Contemporary Cultural Perspective of Afro-Caribbean Fathering…………………….. 21 Early Socialization and Identity Development of Afro-Caribbean Fathers…..... 21 Contemporary Afro-Caribbean Family Structure………………………………. 22 Gender Role and Identity……………………………………….………………. 26 Child Socialization……………………………………….…………………….. 29 Parenting Values and Child Characteristics…………………………….. 29 Afro-Caribbean Fathers’ Parenting Goals and Behaviours..…………………31 Gender Socialization……………………….…………………………………… 33 Economic Status……………….…………………..…....................................... 36 Education………………………………………….…….……………………… 38 Purpose of the Study……………………………………….…………………………… 41 Research Questions……………………………………….……………..…..…. 42 Methods……………………………………….……………………………………….. 42 Participants………………………….…………………...…………………….. 42 Procedures………………………….…………………………….……………. 43 Recruitment……………………………………………………………. 43 Demographic Questionnaire..…………………………………….....….. 44 Semi-Structured Interview……………………………………………... 44 Data Analysis………………….………………………………………………. 45 vii Rigour and Trustworthiness………………………….………………………... 48 Reflexivity………………………….…………………………………………. 49 Results………………………….…….……………………………………………….... 49 Fathering Identity……………………………..………………………….……. 50 Behavioural Domain………………………………………………….... 50 Affective Domain…………….………………………………………… 55 Fathers’ Perspectives on Socialization of Values ………………………………….56 Listing of Values……………………….………………………………. 57 Strategies Used to Promote Values………………………………….…………. 58 Control…………………………………………………………………. 60 Guided Learning……………………………………………………….. 62 Group Participation…………………………………………………….. 64 Support…………………………………………………………………. 65 Reciprocity……………………………………………………………… 66 Justifications for Promoting Values………………………………….………… 67 Training………………………………………………………………… 67 Enhancing Interpersonal Relationships……………………………….. 68 Developing Personal Characteristics……………………………………..70 Facilitating Accomplishments……………………………………………71 Being Trained Spiritually………………………………………………………72 Meeting Societal Expectations…………………………………………...72 Engaging in Prosocial Behaviours………………………………………..73 Ensuring Personal Safety…………………………………………………74 Discussion……………………………….………….……………………………………74 Multidimensionality of Fathering Identity…………………………….………….75 Multidimensional Roles and Responsibilities……………………………75 Multidimensionality of Fathering Values…………………………..……….……81 Multifaceted Reasons for Socialization of Values………………….……….. 83 Multiple Approaches to the Socialization of Values……………………………..8 4 Intergenerational Transmission of Values………………………………………. 87 Limitations of the Study……………………………….………….………………………89 viii Future Directions……………………………….………….……………………………..91 Implications and Conclusions……………………………….…………………………...92 References……………………………….………….…………………………………….9 4 Appendix A – Certificate of Ethics Approval………………………………………..……..124 Appendix B – Consent Information…………………………….………….………………..125 Appendix C – Recruitment Letter…………………………….………….…………………129 Appendix D – Recruitment Flyer…………………………….………….…………………130 Appendix E – Background Questionnaire…………………………….………….………13 1 Appendix F – Interview Protocol…………………………….………….…………………13 4 ix List of Tables Table 1- Demographics and Background Information…………………………………... 116 Table 2 – List of Values Instilled When Fathers Were Children and Values that Fathers Wanted for their Children…………………………………………………………….… 117 Table 3 – Values Instilled When Fathers Were Children and Those They Wanted for their Children………………………………………………………………….…………11 9 Table 4 – Promotion of Values by Fathers’ Caregivers and the Fathers…………………. 121 Table 5 – Strategies Used by the Fathers' Caregivers and Fathers Employed to Promote Values ……………………………………………………………………………………12 2 1 Introduction Fathering in diverse cultural contexts is under-researched, and fathers in ethnic and minority families have been misunderstood and stereotyped (Miller & Maiter, 2008). Researchers have employed a deficit perspective for decades that has not given attention to important contextual factors such as history, culture, and political systems (Bronfenbrenner & Morris, 2006). However, there is significant empirical support for the contributions that fathers make to children’s development in some regions of the world,