Tenenbaum and Leaper’s research on parent-child conversation focuses on behavioral enactment, motivation, and observation socialization processes which influence a child’s attitude towards academics. All these processes fall in the microsystem level highlighted in Bronfenbrenner’s bioecological model since they involve a child’s direct interaction and relationship with either the mother or the father during studies as suggested by Tenenbaum and Leaper (2003).
At the microsystem level, parents perceptions about science can significantly influence their children’s performance in science ( Bronfenbrenner & Morris, 2016) . Fathers tend to use more technical terms when helping their sons with science homework but opt to use simple terminologies while discussing science with their daughters (Witt, 1997). Therefore, parents motivate boys who show interest in scientific endeavors but tend to ignore girls’ preparedness for the same scientific endeavors. Parents’ relationships and interactions with their children’s teachers directly influence a child’s attitude in academics. Science teachers can maintain good relations with parents of students who show interest in scientific endeavors, at the mesosystem level, to advise them on scientific resources, which might be essential in promoting their children’s success in the subject. At the exosystem level, parents should provide crucial supplies, including their time for their children, to encourage children to perform in science, according to Tenenbaum and Leaper (2003).
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Gender-stereotyping can influence how parents interact with children at the microsystem level, as suggested by Witt (1997). Fathers tend to be more engaging with sons who show interest in Science than daughters. At the mesosystem level, science teachers relate fairly well with boys’ parents than girls’ parents for the fact that boys outperform girls in science. This trend may cause boys to develop a more positive attitude towards science than their female counterparts. At the exosystem level, fathers even take days off from work to help their sons do scientific research but often ignore their daughters interest in science. At Bronfenbrenner’s macro system level, gender can affect societal perceptions on a child’s interest ( Bronfenbrenner & Morris, 2016) . Cultures and social attitudes often encourage boys to pursue science careers and prefer girls pursuing other “feminine” careers.
References
Bronfenbrenner, U., & Morris, P. A. (2016). The bioecological model of human development. Handbook of child psychology .
Tenenbaum, H. R., & Leaper, C. (2003). Parent-child Conversations About Science: The Socialization of Gender Inequities? Developmental Psychology, 39 1-34
Witt, S. D (1997). Parental Influence on Children’s socialization to gender roles. Adolescence. ProQuest Central
