City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2009 Raising Children the American Way: Court-Mandated Parenting Education in Alameda, California Nicole D. Laborde The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1953 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Raising Children the American Way: Court-Mandated Parenting Education in Alameda, California by Nicole D. Laborde A dissertation submitted to the Graduate Faculty in Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, the City University of NewYork 2009 ii © 2009 NICOLE D. LABORDE All Rights Reserved iii This manuscript has been read and accepted for the Graduate Faculty in Anthropology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Shirley Lindenbaum January 23, 2009 [required signature ] Date Chair of Examining Committee Louise Lennihan January 23, 2009 [required signature] Date Executive Officer Shirley Lindenbaum Kate Crehan Barbara Katz Rothman Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iv Abstract: Raising Children the American Way: Court-Mandated Parenting Education in Alameda, California by Nicole D. Laborde Adviser: Shirley Lindenbaum Based on ethnographic research in Alameda County, California, this dissertation examines the parenting practices and knowledge that are taught in court-mandated parenting classes along with those of parents enrolled in these classes. In California, two of the primary reasons that parents would be mandated to take classes are because of involvement with Child and Family Services (CFS) or in a custody dispute that reaches the courts. I argue that the different forms of knowledge and the practices advanced in the classes, at times consistent with, at times in conflict with those of the parents, reflect the demands and social responsibility of our current political and economic setting in the United States. The demands of a global market-driven economy require citizens who are self-disciplined, prepared to be flexible for the job market, schooled in the ways of a consumer society, and ready to accept responsibility for their own health and well-being ((Katz 2004), (Rose 1999), (Petersen and Lupton 1996)). I also suggest that this ideology rests on the authority of scientific and psychological research that is far from conclusive; it is the authority, rather than the information, that informs the values behind parenting v advice. Further, I argue that the prevalent parenting approach, which is time-intensive and expensive, works to reinforce structural inequalities. Parents are the focus of much attention as the means to reverse many social problems including poverty, crime, ill health, and illiteracy. If parents could raise children with the appropriate morals, ambitions, and abilities, the thinking goes, children could grow up to be responsible, healthy, and middle class. As Sociologist Val Gillies phrases it, this assumption results in “a stream of initiatives designed to regulate childrearing as part of an almost evangelical drive to equip working-class parents with the skills to raise middle-class children” (Gillies 2005, 838). I have tried to show in this dissertation how parenting education is integral to this overall drive. I base my writing on two years of ethnographic research on parenting education in Alameda County, California. I attended classes of three different parenting organizations and conducted in-depth interviews with class participants, teachers, and program directors. I also read hundreds of parenting magazines and books, and had countless conversations with other parents, looking for advice for raising my own three- year-old daughter. vi Acknowledgements I would first like to thank the many people who participated in my research project. Many parents took time out of their busy lives to discuss their children, their experiences as parents, and often the painful circumstances that brought them to these parenting classes in the first place. Organization directors, teachers, and experts in divorce and child welfare shared their knowledge and passionate commitment to helping parents and their children. The staff at the Oakland CASA program provided me with outstanding training and support, enabling me to act as a court appointed special advocate for a foster child. My advisor, Shirley Lindenbaum has provided gentle guidance, enduring enthusiasm, and much needed support throughout my time at CUNY and especially through the writing process. In her capacity as my committee member and leader of the dissertation writing group, Kate Crehan gave me very detailed and astute comments on my writing, helping me to develop my dissertation theoretically and structurally. I would also like to thank Barbara Katz Rothman for serving on my committee and giving my helpful comments and much appreciated encouragement. The faculty at CUNY, especially Leith Mullings, Ida Susser, and Michael Blim, all helped me to shape the questions I wanted to ask and the ways to sort out the answers. I would also like to thank Ellen DeRiso for her continual willingness to act as the bridge between my San Francisco based work and CUNY. I would also like to thank Philippe Bourgois for his valuable input in my research process and for agreeing to act as outside reader for my dissertation. The students in the dissertation writing group, as well as both Shirley and Kate who led the group at different times, made my long-distance writing possible, giving me the feedback, support and camaraderie that I needed. I am especially indebted in this regard to Christine Hegel who found a way to connect me virtually to this class and, along with a number of other kind souls, carted in computers and kept that tenuous internet connection going for several years. Susan Barrow and Kim Hopper both served as exceptional mentors in my training as a researcher. They engaged their fieldworkers (myself included) in thoughtful discussion and analysis, providing a work atmosphere filled with learning and engagement that I have not found since. Their continued support and encouragement are much appreciated. As my research on parenting education took place in and around my hometown, and during my own introduction to motherhood, I drew on the insights of my friends and family in thinking about the consuming and confusing topic of parenting in our contemporary culture. Amy Wilensky has read and edited pretty much every word I have written since freshman year of college and has been my cheerleader every step of the way, even as she challenges my ideas in ways that both infuriate and inspire me. My sister-in-law Kiley has applied her excellent talent as an editor/therapist on a number of crucial and panicked moments. Many other friends and family helped me in myriad and incalculable ways along the way. There are too many to mention, but I would like especially to like to thank Nicole Levine, Benicia Gantner, Anna Yatroussis, Jennifer Silverman, Tobin O’Donnell, Gayle and Dan Turner, Lucas, Gregorio and Tony Perez and Anne Brenaman. vii My mother and official proof reader, Anne Williams, taught me to be interested in and excited by the world, and each thrift shop and market it contains. Her love and confidence in me have buoyed me through each step of my life. I will always strive to be as good to the people I love as she is. My husband Dylan Turner has been my partner in this crazy endeavor of researching, writing, working, and parenting, often making what can seem daunting, enjoyable, and what can seem impossible, manageable. I feel exceptionally lucky to share my life with him. My daughter, Eva, gives meaning to this project. She makes me laugh and challenges me every day with her unique style, seriousness of purpose, and generosity of spirit. Finally, I dedicate this dissertation to my father, Andre LaBorde, who encouraged me and supported me in my pursuit of the elusive PhD, and who passed away before my project was complete. He managed to live each day as if he felt lucky to have it, and to make those around him feel pleased to be included on his tremendous adventure. He is proof that great parents come in many different packages. His love and his spirit continue to feed me. viii Table of Contents INTRODUCTION ........................................................................................................................................ 1 PARENTS ’ HEAVY LOAD ............................................................................................................................. 1 Aims ...................................................................................................................................................... 4 WHY PARENT EDUCATION ?......................................................................................................................... 5 FIELDWORK DISCOVERIES AND ADJUSTMENTS .......................................................................................... 7 Mothering, Fathering and Parenting .................................................................................................... 8 State Sponsored Model of Parenting?..................................................................................................11