THE PARENT-CHILD RELATION AS A SOCIAL SYSTEM: I. PARENT AND CHILD ROLES1

Abstract

This is the first of a series of papers in which we present an analysis of the parent-child relation from the viewpoint of current role theory and social system theory in the behavior sciences. This approach to interpersonal relations poses a series of questions which are general in nature and which we attempt to investigate specifically in the area of parent-child interaction. The questions about the parent-child relation which we plan to consider are the following: parent and child roles; deviance and control in role performance; effects of participation in other systems; and consistency in role performance. Previous discussions of the parent-child relation using frames of reference similar to our own include sections in Burgess and Locke (13), Davis (20o), Waller and Hill (77), Parsons (47) and studies by Bossard (io, 11). Although we are heavily indebted to this previous work, especially Parsons', it frequently has not been as detailed as one might hope; and that which has been detailed, such as Parsons' analysis, has not utilized available research data in connection with the analysis. In our own study we hope to extend and develop some of the insights presented in these earlier studies. Our analysis has a two-fold purpose. First, we attempt to restate some of the fundamental issues in parent-child relations in terms of concepts and analytic categories drawn from role theory and social system theory. Secondly, we attempt to relate these concepts and analytic categories to existing research on parent-child relations, both by citing the research when pertinent, and by classifying selected portions of existing research in terms of such concepts and categories. Two limitations on the extent of our analysis must be made explicit. The first is that we are not concerned with the effects upon the child's or the parent's personality of membership in the parent-child system. Much of the research data which we mention in this analysis, particularly with respect to parent and child roles, is drawn from studies which had as their primary concern the personality of the child resulting from certain types 1 This study is part of the project, Social Science and Parent Education, sponsored by the Russell Sage Foundation and the Child Study Association of America.

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