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Self-esteem as ideology and practice...

Mintz, Judith.

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Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community./
Author:	Mintz, Judith.
Description:	398 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-02, Section: B, page: 0856.
Contained By:	Dissertation Abstracts International60-02B.
Subject:	Psychology, Developmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920163
ISBN:	0599193034

Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community.
Mintz, Judith.

Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community. - 398 p.

Source: Dissertation Abstracts International, Volume: 60-02, Section: B, page: 0856.

Thesis (Ph.D.)--The University of Chicago, 1999.

This study focuses on the relationship between parents' ideological beliefs concerning self-esteem and the routine conversational practices of middle-class, European-American preschool children and their family members. In this project, self-esteem is viewed as part of a socio-cultural framework which endows human experiences with culture specific meanings and moral sensibilities. The project was designed to demonstrate how this process is personalized through routine participation in local narrative practices.

ISBN: 0599193034Subjects--Topical Terms:

1017557
Psychology, Developmental.

Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community.
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020 $a 0599193034
035 $a (UnM)AAI9920163
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040 $a UnM $c UnM
100 1 $a Mintz, Judith. $3 1927868
245 1 0 $a Self-esteem as ideology and practice: A study of narrative discourse practices among parents and preschool children in a middle-class, European-American community.
300 $a 398 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-02, Section: B, page: 0856.
500 $a Adviser: Peggy J. Miller.
502 $a Thesis (Ph.D.)--The University of Chicago, 1999.
520 $a This study focuses on the relationship between parents' ideological beliefs concerning self-esteem and the routine conversational practices of middle-class, European-American preschool children and their family members. In this project, self-esteem is viewed as part of a socio-cultural framework which endows human experiences with culture specific meanings and moral sensibilities. The project was designed to demonstrate how this process is personalized through routine participation in local narrative practices.
520 $a Four children and their family members from an ethnically homogeneous, urban community in Chicago participated in this longitudinal study. The methodological approach involved ethnographic fieldwork, systematic, in-home, video-taped observations conducted over a two year period and a series of interviews. The relationship between parental beliefs about the role of self-esteem in human development and daily socialization practices was examined through a composite analysis of these various sources.
520 $a In contemporary American culture, the view that self-esteem is required for healthy psychological functioning has been widely disseminated through several popular and profession discourses. This belief exerts a powerful influence on local and personal socialization practices including the manner in which parents communicate moral messages to children. The impact of the self-esteem ethos was examined in two types of narrative practices in this study: (1) Co-narrated stories of children's personal experiences and (2) Stories told about young children by their family members. The link between the local ideology of self-esteem and everyday narrative practices was examined. Analysis of both discourse forms revealed that parents routinely orient young children toward a favorable presentation of self when narrating past experiences. Whereas positive evaluations of the children were often explicitly communicated, critical judgments were less frequently expressed and were conveyed through implicit discourse strategies. Children were consistently encouraged to report events which foreground positive aspects of their experience. Parents rarely selected their children's prior transgressions as narrative topics and avoided recalling events which might induce feelings of shame or humiliation. The interview data indicated that parents strongly endorse the belief that self-esteem is necessary for the development of moral character. Thus, narrative socialization practices in this community reflect dominant concerns with enhancing and protecting young children's self-esteem.
590 $a School code: 0330.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Sociology, Individual and Family Studies. $3 626655
650 4 $a Health Sciences, Human Development. $3 1019218
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690 $a 0628
690 $a 0758
710 2 0 $a The University of Chicago. $3 1017389
773 0 $t Dissertation Abstracts International $g 60-02B.
790 1 0 $a Miller, Peggy J., $e advisor
790 $a 0330
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920163