Parenting in Pakistani families

• Main Author: Nnadede, Ibiyemi Kate Ibitayo
• Other Authors: Kiernan, Kathleen
• Published: University of York 2013
• Subjects: 649
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577389

This thesis reports findings arising from the question: ‘How do socio-cultural characteristics and maternal health influence the parenting patterns of families of Pakistani origin living in Bradford?’ Parents play a significant role in the lives of their children and a number of studies have been conducted on parenting and child development and factors that influence parenting practices, among white indigenous groups; but little is known about those of Pakistani families, and the influencing factors. There is a particularly high concentration of Pakistani families in Bradford, and the available BIB cohort database was important in selecting participants for this study, which was attached to the Maternal and Child Health theme of the BIB Research Cohort study and funded by CLARCH. Using a qualitative methodology, including face-to-face interviews and ethnographic observations the study explores the impact of health, level of education, religion, acculturation and social support on Pakistani families’ parenting patterns. The data was analysed by an initial coding, identifying themes, grouping of patterns, and arriving at meaningful explanations. The findings show that length of stay in the UK did not determine either the choice of language spoken at home or the level of acculturation. Higher levels of education were observed in the mothers who came to the UK than in those born in Bradford. Participants with a high level of education were more likely to be in work and able to provide robust, mentally stimulating learning environments. Most of the participants reported having experienced or currently experiencing depression, the majority do not seek professional help, but that of their family. Family support, particularly with childcare and religion, strongly shape Pakistani families’ parenting patterns. The study concludes that the sacred-secular bridge should be minimised by getting religious leaders involved in teaching key aspects of change or behaviour, in order to better secure the Pakistani communities’ attention and interest. A range of educational opportunities should be made available for Pakistani women who wish to access higher education, and institutions should engage with the community to know how they can best serve them.