Maternal Informal Learning Experiences that Shape Parenting Practices

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Parenting & Parent-Child Relationships

Abstract

Objective: As part of a larger research effort investigating mechanisms that underlie the connection between maternal education and child health and well-being, we seek to improve our understanding of connections between maternal education and child early home experiences. There is great interest in understanding how specific parenting cognitions (e.g., knowledge, beliefs, skills) prompt parenting practices associated with children’s positive developmental outcomes (e.g., Bornstein et al., 2018). Although an abundance of research demonstrates strong linkages between a key contributor to parenting cognitions - maternal education - and parenting practices (e.g., Domina & Roska, 2012), current understandings of these linkages have largely been informed by relatively narrow definitions of formal educational attainment (e.g., amount of education completed; type of degree/certificate obtained). Yet clearly, learning occurs throughout the life course across multiple settings and contexts and through a combination of intentional and incidental means; less is known about the informal learning experiences that prompt parenting practices. To this end, we conducted a qualitative inquiry about the informal learning experiences of mothers of children ages 4 to 5 years to refine the definition of maternal education with the specific goal of understanding how maternal informal learning experiences shape parenting practices.

Methods: We recruited 106 mothers from across the United States who had previously participated in a randomized controlled trial (RCT) of an infant care practices intervention to participate in an interview. Using a grounded theory approach, we selected a purposive sample to maximize diversity across formal education level and adherence to RCT infant care practices; 53 mothers completed the interview between 3/25/2019 and 8/7/2019 (See Table 1 for participant demographic information.). We are using an iterative process, aided by Dedoose software, to identify themes mothers identified as informal learning experiences that shape their parenting decisions concerning their child’s health and development.

Results: Preliminary findings have revealed several maternal informal learning experiences that shape parenting practices, including: (1) life experiences prior to adulthood (e.g., cultural experiences); (2) life experiences during adulthood (e.g., parenting younger children); (3) social interactions (e.g., receiving advice on social media or from professionals); (4) non-interactive media sources (e.g., websites; podcasts); (5) informal trainings (e.g., job-related learning); (6) beliefs (e.g., tacit knowledge; intuition); and (7) current circumstances (e.g., laws; living situation). Mothers of higher and lower formal education levels reported similar types of informal learning experiences, with the exception of non-interactive sources of information—Mothers with higher education levels (but not lower education levels) reported using scholarly journals to inform parenting decisions. Anticipating that informal learning experiences could vary based on demographics which likely impact resources, learning environments, and opportunities, our team will continue to analyze interview excerpts for additional salient themes. All analyses will be complete prior to the SRCD meeting.

Implications: Understanding the informal learning experiences that shape parenting practices is a critical step to specifying malleable factors that could serve as prevention and intervention targets to support child health and development.

Authors

• Frances L. Coolman, University of Virginia - Charlottesville
  Presenting Author

• Khara Lynn Pence Turnbull, University of Virginia - Charlottesville
  Non-Presenting Author

• Eve Colson, Washington University in St. Louis
  Non-Presenting Author

• Jennifer Locasale-Crouch, Virginia Commonwealth University
  Non-Presenting Author