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Holmes, Tabitha R.

Psychology

2005

Ph. D.

This study examines mothers' experiences of parent-adolescent conflict and the relationship between mothers' epistemological perspectives and how mothers (n = 62) and their adolescents (n = 52) interact and communicate, particularly around issues of disagreement. To explore these questions, a variety of research methodologies were utilized. Mothers completed in-depth interviews, self-report questionnaires, and a problem-solving task with their adolescents. Adolescents also completed a set of questionnaires. Mothers were coded as demonstrating a Received, Transitional, or Procedural epistemological perspective based on the Ways of Knowing scheme described by Belenky, Clinchy, Goldberger, and Tarule (1997). These perspectives represent different ways of thinking about the nature of knowledge and the self as a knower. Epistemologies were then examined as they relate to mothers' subjective experiences of conflict and the parenting strategies that mothers use when communicating with their teenagers. Overall, the general hypothesis that mothers' epistemological perspectives are related to how mothers and adolescents interact with one another was supported. Mothers with Received ways of knowing reported more conflict and more negative experiences surrounding disagreements with their adolescents than Procedural mothers. They also described more unilateral, mother-centered parenting strategies that do not require adolescents to think independently. Procedural mothers described more collaborative approaches to parenting that place more cognitive demands on their adolescents. Additionally, they described disagreements as opportunities for personal growth and change. Mother-adolescent interactions were also examined as they are experienced by adolescents. Adolescents of mothers with simpler ways of knowing reported more negative conflict behavior and less positive communication with their mothers than adolescents of mothers with more complex epistemological perspectives. Consistent patterns of results provide compelling evidence for the relationship between mothers' ways of thinking about truth and knowledge and the experience of conflict in families with adolescents. As such, epistemological perspectives provide a framework for parenting beliefs and practices. Implications of this research in both applied and basic research contexts are discussed.