Mothering while Imprisoned: The Effects of Family and Child Dynamics on Mothering Attitudes

Autor/inn/en	Stringer, Ebonie Cunningham; Barnes, Sandra L.
Titel	Mothering while Imprisoned: The Effects of Family and Child Dynamics on Mothering Attitudes
Quelle	In: Family Relations, 61 (2012) 2, S.313-326 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0197-6664
DOI	10.1111/j.1741-3729.2011.00696.x
Schlagwörter	Letters (Correspondence); Mothers; Caregivers; Parent Child Relationship; Foster Care; Institutionalized Persons; Correctional Institutions; Children; Females; Parent Attitudes; African Americans; Whites; Hispanic Americans; Correlation; Expectation; Child Custody + Suchen Sie Ihr Suchwort? Brief; Mother; Mutter; Caregiver; Carer; Betreuungsperson; Pfleger; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pflegehilfe; Jugendstrafvollzug; Child; Kind; Kinder; Weibliches Geschlecht; Elternverhalten; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Korrelation; Expectancy; Erwartung
Abstract	Since the early 1990s, the number of children with imprisoned mothers has increased 131%. A mother's imprisonment potentially exposes children to a concentrated disadvantage that undermines their cognitive, emotional, and intellectual abilities. Additionally, such experiences can have deleterious effects on mother-child relationships, stand-in caregivers, foster care caseloads, the penal system, and society. Less may be understood, however, about how imprisonment affects the ways in which women view themselves as mothers. This study examines mothering attitudes for a sample of 210 Black, White, and Hispanic imprisoned mothers. Nested modeling results suggest a positive relationship between favorable views about mothering and children's profiles and mothers' expectations about future custody. Regular contact with their children through letter writing and telephone calls foster the most favorable views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10