According to Melvin Kohn's studies, how do middle- and working-class parents' experiences with work influence their parenting?

According to Melvin Kohn's studies, how do middle- and working-class parents' experiences with work influence their parenting?

• A. Parents teach interpersonal skills they use at their own job.
• B. Parents focus on rote memorization and discipline.
• C. Parents emphasize universal success regardless of effort.
• D. Parents discourage talking about work at home.

Answer: (A)

The main idea is that parents’ work experiences shape what they value and teach at home. Melvin Kohn showed that parenting styles reflect the demands of a parent’s job—that is, work socialization. When many middle-class jobs require autonomy, problem-solving, and strong interpersonal skills, parents tend to pass along those same skills to their children, teaching them how to communicate, negotiate, and work with others. This makes interpersonal skills learned at work something children can apply in school and beyond, positioning them for similar kinds of jobs. The other options don’t fit this pattern as neatly: rote memorization and discipline reflect obedience more than the proactive, communicative competencies emphasized by many middle-class work settings; universal success regardless of effort ignores the role of work-linked values; and discouraging discussion of work at home contradicts the idea that work experiences shape home socialization.

The main idea is that parents’ work experiences shape what they value and teach at home. Melvin Kohn showed that parenting styles reflect the demands of a parent’s job—that is, work socialization. When many middle-class jobs require autonomy, problem-solving, and strong interpersonal skills, parents tend to pass along those same skills to their children, teaching them how to communicate, negotiate, and work with others. This makes interpersonal skills learned at work something children can apply in school and beyond, positioning them for similar kinds of jobs. The other options don’t fit this pattern as neatly: rote memorization and discipline reflect obedience more than the proactive, communicative competencies emphasized by many middle-class work settings; universal success regardless of effort ignores the role of work-linked values; and discouraging discussion of work at home contradicts the idea that work experiences shape home socialization.