Sociology IA

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Impactsof socializationon
students of St.Jago High School
insingleparentfamilies.
Group Members: Jhalon Foster, Shadaye Ennis, Vanessa Dunkley and Shanique Williams
Subject: Sociology

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Teacher: Ms. Campbell
School: St Jago High School
ACKNOWLEDGEMENT
Our profound gratitude goes to our able and tireless teacher Miss Campbell along with the
assistance of Mr. Demarley Johnson for their painstaking efforts in supervising this work. We
appreciate their encouragement, constructive criticisms and patience in going through this
research project.
We also appreciate the efforts of our parents who provided us with relevant materials needed for
the success of this research.

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TABLE OFCONTENTS
Section One
Statement of Problem………………………………………………….1
Aims and Objectives…………………………………………………..1
Introduction……………………………………………………………2-4
Literature Review and Historical Background………………………...5-7
Section Two
Research Design……………………………………………………….8-9
Sociological Perspective……………………………………………….10
Sample Selection……………………………………………………….11-12
Data Collection Instrument………………………………………….....13-17
Section Three
Presentation of Data and Analysis…………………………………….18-22
Section Four

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Findings, Discussion of Findings, Conclusion………………………...23-25
Appendix………………………………………………………………………26-28
Bibliography…………………………………………………………………...29
Section One

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Statement of Problem
An investigation into how socialization within single parent family impacts the behaviour
and academic performance of lower school students of St Jago High students between the ages of
thirteen to fourteen (13-14) years old.
Aims
 To assess issues faced by students within single parent families.
 To assess the behavioural pattern displayed by students in single parent families.
 To determine the effects of single parent families on students’ academic performance.
Objective
The researchers will utilize questionnaires for gathering and analysis of the data. Theories of
sociological perspectives and independent research will be applied to the study.

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Introduction
From a sociological point of view, a definition of family may be conflicting. The various
“family types and living arrangements encountered by …researchers…were difficult to classify
because of their fluidity” (Jeniffer Mohammad, 2014, p. 157). Several sociologists, however, use
the definition of the American anthropologist George P. Murdock who states that “the family is a
social group characterized by common residence, economic cooperation and reproduction. It
includes adults of both sexes, at least two of whom maintain a socially approved sexual
relationship, and one or more children, owned or adopted, of the sexually cohabiting adults.
(Haralambos et.al 2009, p.15). Majority of family structure in the Caribbean do not align to
Murdock’s definition of family, hence, any family structure that differed from this definition
were labelled ‘disfunctional’. Various theories were presented by Caribbean sociologists to
determine the causes of Caribbean family ‘dislocation’, and theorists such as Oscar Lewis
emphasized that the structure of Caribbean families were due to economic conditions. Franklin
Frazier presented a different theory, stating that the structure of Caribbean families reflects that
of the plantation society which existed during slavery. For Frazier, male marginalization within
the family was due to deliberate separation and the practice of promiscuity. “Frazier witnessed
these aspects of family life among Africans in lower socio-economic classes in North America
and the Caribbean and saw them as the indelible marks on slavery in family organization”
(Jeniffer Mohammad, 2014, p. 158).
Although families differ in form according to the society, they nevertheless are
responsible for carrying out similar functions. Regardless of family diversity, the increase in and
prevalence of families headed by one parent has a major influence on the social, economic, and

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political context of family life. Historically, single-parent families were the result of parental
death. Contemporary factors however are changing dynamics which contribute to the
development of single parent families, namely; “increased rates of divorce and nonmarital
childbearing, increased employment opportunities for women, decreased employment
opportunities for men, and the availability of welfare benefits that enable women to set up their
own households” (Rodgers 1996, p. 13).Carlton Chinapoo et.al. describes single parent as a
family that “consists of only one parent and his or her child or children” continuing that this
family structure “is very common in the Caribbean” (Chinapoo et.al 2014, p.154). The amount
of children living in single parent families in the Caribbean have increased steadily since the 20th
century. Society is more out of flux than ever; this action mirroring greatly in the traditional
family system as it noted that “The Jamaica Survey of Living Conditions (1996) reports that
roughly 40 percent of all households in Jamaica are headed by women” (Bailey, W. R., Clement,
B., & Elsie, L. R. (1998). Parenting and Socialization in Caribbean Family Systems. Caribbean
dialogue: A policy bulletin of Caribbean affairs, 4(1), 21-28.)
The most common type of single-parent family is one that consists of a mother and her
biological child. The lack of one parental figure on their children impacts these individuals to an
extent with regards to socialization. These effects “on a child’s behaviour can be far-reaching”
affecting “several areas of life, including academic achievements and social behaviours.”
(http://www.livestrong.com/article/549047-the-education-of-children-of-single-parent-homes//)
Social scientists have found that children growing up in single-parent families are disadvantaged
in other ways when compared to two-biological-parent families. Many of these problems are
directly related to the poor economic conditions of single-parent families, and not just to
parenting styles. The circumstances under which a family becomes a single headed household

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influences the behaviour of a child, in addition to the gender of the parent that the child resides
with.
The researchers seek to investigate these effects utilizing various methodologists and
concepts of sociological theories in an attempt to understand the mechanism of single parent
families; and to thoroughly evaluate the impact they have on their children. The researchers will
conduct the research in the confines of St. Jago High School, as the location and financial aspect
is more ideal in comparison to other institutions.

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Literature Review
Mustapha defines socialization as “the process whereby individuals learn about the culture of
their society,” in addition to “behaviours that are acceptable and those that are not.” (Mustapha
2013, p. 25). Family as a primary agent of socialization is tasked in teaching their children the
values and norms of society, molding that child into a social being capable of interacting in and
meeting the expectations of society. How a child is socialized is dependent on his/her family
structure, attitudes and beliefs. Structural Functionalists view socialization as a vital role of the
family because the stability of society was threatened if children were not properly socialized.
Edith Clarke discovered in her Ethnographic Study in Jamaica that successful performance of
socialization was dependent on how closely the family conformed to the nuclear family structure.
A concerning change in family structure and its subsequent impacts has propelled the researchers
to investigate this historical social phenomenon. Majority of the researchers reside within a
single-parent household and has had experiences with some of the challenges associated with
this particular family structure, hence, their personal interest in the topic. One specific researcher
has an interest in political science, hence, would like to thoroughly investigate these concerning
issues of that impacts society so she may address the issue given the chance.
Challenges surrounding single parent households are diverse, as the challenges revolves
around the circumstances under which the family became a one parent headed household. One of
the most common challenges faced by single parent household are financial challenges.
Mohammad expressed that single parent family structure “are most likely to experience financial
difficulties because one income has to cover all eventualities” (Jeniffer Mohammad, 2014, p.
172). She continued that, because of ‘immediate expenses’ that need to be covered, there is no

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money left to ‘cushion’ a family in the event of ‘hard times’. These ‘immediate expenses’ may
also not cover academic necessities, therefore, students are left to battle their academic life with
limited resources. Haralambos and Holborn shared similar sentiment about single parent
financial state, agreeing that “…there is little doubt that it is associated with low living
standards.” (Micheal Haralambos, et.al. 2008, p.500). In article, written by Jacqueline Kirby,
M.S. she reiterated the mutual agreement that “Mother-only families are more likely to be poor
because of the lower earning capacity of women, … and lack of enforced child support from
nonresidential fathers” (https://www.3.uakron.edu/schulze/401/readings/singlearfam.htm).
Irrespective of the fact that not all single-parent families live in poverty, money is likely to be
tighter than when both parents were part of the household.
Financial struggles within single-parent families spur a chain other of other challenges, a
grave one being the inaccessibility to a proper education. To pursue of higher education within a
single parent family within majority households in the Caribbean is unlikely. The statistics
regarding children from single-parent homes, and education, are not encouraging. Multiple
sources, both scientific and empirical, state children on of single-parent families have lower test
scores and higher school dropout rates than children from two-parent families. “children who
grow up with only one of their biological parents (nearly always the mother) are disadvantaged
across a broad array of outcomes. … they are twice as likely to drop out of high school, … and
1.4 times likely to be idle—out of school and out of work—as children who grow up with both
parents.” (https://prospect.org/article/consequences-single-motherhood) Additionally, children
of single parent households have higher rates of absenteeism and overall lower educational levels
and they also suffer from decreased motivation. Mohammad noted that “all members of the
family seek a job at the earliest opportunity and so the aspirations of children to continue a

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higher education, if they do exist, cannot be honored. In fact, children may drop out of school to
‘hustle’ income” (Jeniffer Mohammad, 2014, p.172).
Children of single parent families are often left unattended while the parent assumes their
role as breadwinner. To fulfil their economic responsibilities, parents often neglect their
emotional responsibilities to nurture and properly care for their children. Sociologists imply that
children of single-parents oftentimes receive less effective parenting and discipline, “…lack of
supervision in single-parent situations…can negatively impact their school and social
performances” (https://www.reference.com/family/disadvantages-single-parent-families-
8c062ce39d28f628). The marginal involvement in a child’s life can lead to several complex
behavioral problems such as early involvement in sexual activities, drugs, poor academic
performance, poor social skills, juvenile delinquencies, illicit substance abuse, and drinking
behaviors. Jeffery T. Cookston noted that, “In one sample of over 5,000 12-17 year-old students,
subjects from father-absent homes were found to be more likely to exhibit conduct disorders than
children from intact families (Goldstein, 1984). Adolescents from single-mother homes were
more at risk for experimentation with various illicit substances than those from intact families
(Turner, Irwin, & Millstein, 1991). Adolescents from single-parent homes are also more likely to
repeatedly use alcohol, tobacco, and illicit drugs (Selnow, 1987)” (Cookston, J. T. (1999).
Parental Supervision and Family Structure: Effects on Adolescent Problem Behaviors. Journal of
Divorce & Remarriage, 32(1-2), 109-109.)

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RESEARCH DESIGN
The research into how socialization impacts students between the ages of twelve (12) to
fourteen (14) in single parent families will be conducted at the St Jago High School at 33 Monk
Street, Spanish Town, St Catherine, Jamaica. The research project will be in the format of a
questionnaire, that will be conducted on February 20th, 2017.
Questionnaires fall under quantitative methods of sociological research. As defined by
Earl R. Babbie, “quantitative methods emphasize objective measurements and the statistical,
mathematical, or numerical analysis of data collected through polls, questionnaires, and
surveys.” (Earl R. Babbie, 2009 p. 13). Quantitative method of research is advantageous with
accordance to positivists as the research data is believed to be measurable, comparable, easily
analyzed, objective and that hypotheses can be tested. Limitations of the research are that data is
too subjective and unreliable, generalization cannot be made and analysis is open to
misinterpretation. (Chinapoo et.al, 2014, p. 62). The quantitative method of research was
selected by the researchers as it less biased, affordable and less time consuming, in addition to
being appropriate to the study being conducted as it allows for multivariate analysis and informs
the reader of the main causes of the social phenomenon being investigated.
Mustapha interprets questionnaires as “a number of preset questions that can contain
open-ended, fixed choice, or a combination of both types of question.” (Mustapha 2013, p.49)
Chinapoo et.al expounded on this claim stating that open ended questions require additional
information from respondents, and allows for more profound information but is challenging to

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analyze. He also noted that fixed choices are stipulated questions that require a ‘simple tick’, and
“are easy to complete, analyze and quantify since they may be precoded and the analysis maybe
be computer assisted.” (Chinapoo et.at. 2014, p. 69)
Advantages of using a questionnaire according to these authors are that it is less time
consuming for the researcher, it can be distributed to a wide geographical area and the usage of
large samples allow generalizations to be made. Both writers also shared the sentiment that data
can be easily tabulated and that the assistance of computer programs allows data to be easier
analyzed. Disadvantages expressed are that validity is reduced since respondents may lie, forget
things or unsure of how to answer a question based on its structure. Additionally, respondents
cannot answer questions that they were not asked, only ones that were asked and that researchers
make value judgements based on preset questions and answers because they make assumptions
of what is important to include and what to ignore.
Questionnaires will be administered to fifteen (15) stratified selected students, each
being asked a preliminary question. The researchers selected questionnaires as the form of
sociological research to utilize in their study as it is effortlessly administered and allows the
analytical process to be easier. Information obtained from the research will be presented in the
form of graphs, in addition to an in depth analysis of data collected.
Limitations experienced during the research were minimal to an extent. The selected
participants completed the questionnaire with little issues, except seeking clarification on some
questions. It was observed that clarification was needed as students’ misinterpreted some of the
questions asked. One student expressed that the questionnaire was too sensitive, and withdrew
his participation.

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SOCIOLOGICAL PERSPECTIVE
The quantitative method of research is preferred by positivist. Positivism is defined as
“the philosophy underlying science where reality is understood to lie outside of individuals and
can be studied by the collection of empirical data” (Jeniffer Mohammad, 2014, p. 433).
Positivism is relevant to this research as this research method will aid the research as positivists
are of the notion that this type of data is less biased as there is little involvement from the
researcher, hence, there will be an accurate presentation of data.
For Chinapoo, quantitative research methods are advantageous because it is believed to
be measurable, objective and easy to analyze; hypotheses can be tested and comparisons can be
made. They also stated that the data can be demonstrated in numerical form, such as percentages,
means and medians or as tables. With the use of large samples to enhance validity along with
providing objective data, quantitative research is the best choice. Disadvantages expressed are
that quantitative data are too subjective, unreliable, generalizations cannot be made and analyses
are open to misinterpretation. (Chinapoo et.al, 2014, p. 63)
One sociologist that used the positivist method of research in his study is Emile
Durkheim in his study of ‘Suicide’ in 1897.

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SAMPLE selection
The stratified random sampling technique was preferred for this research. Chinapoo and
Mustapha agreed that stratified random sampling divides the sample frame into strata based on
shared qualities or characteristics, then randomly selects the final subjects equivalently from the
different strata.
Advantages of this technique established are that “it reduces selection bias. Stratifying
the entire population before applying random sampling methods helps ensure a sample that
accurately reflects the population being studied in terms of criteria used for stratification.
Stratified random sampling is also advantageous when it can be used accurately because it
ensures each subgroup within the population receives proper representation within the sample.”
Disadvantage of this technique it is time consuming as “several conditions must be met for it to
be used properly. Researchers must identify every member of the population being studied and
classify each of them into one, and only one, subpopulation. The other challenge is accurately
sorting each member of the population into a single stratum. The sorting process becomes more
difficult, rendering stratified random sampling in in effective and less than ideal method.”
(http://www.investopedia.com/ask/answers/041615/what-are-advantages-and-disadvantages-
stratified-random-sampling.asp)
The method was chosen on the basis that the respondents had to answer questions on the
questionnaire, allowing them to be relevant to the topic being investigated. Based on the
relevance of the questions, an accurate conclusion can be drawn by the statistics gathered.

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Sorting the selected individuals into a single stratum would adequately represent the issues being
investigated, hence, making this sample purposive.
In this sampling of the population, only students’ of St Jago High School were involved.
The sampling included 15 individuals, eight males and seven females. Five individuals were
randomly selected from 1st to 3rd form, each being asked a preliminary question to investigate if
they resided in a single-parent household. The age group ranged from twelve to fourteen year
olds. For males, two were twelve years old, four thirteen years old, and two fourteen years old.
There were three twelve-year-old females, three 13 years old, and one 14 years old.

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Questionnaire
An investigation into how socialization within single parent family impacts the behaviour
and academic performance of lower school students’ of St Jago High between the ages of
thirteen to fourteen (13-14) years old.
1) Gender
 Male.  Female.
2) Age
 12  13  14
3) Which parent do you reside with?
 Mother  Father
4) Is that parent employed?
 Yes  No

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If yes, what is their profession?
 Self-Employed
 Government Worker
 Domestic Worker
 Other. _________________________
5) What are the prominent issues you encounter at home?
 Lack of food
 Lack of clothing
 Lack of academic resources
 Abuse
 Other:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6) How does the lack of one parental figure affect you?
 Often absent from school
 Low self-esteem
 Misbehavior at school
 Not affected
 Other. ________________________________________________________________

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7) How often do you interact with your other parent?
 Very often/ daily
 Few times once per week
 On holidays
 Never
If never/ sometimes, why?
 Deceased
 Migrated
 Abandonment
 Dysfunctional relationship with other parent
 Other. ______________________________________________________________
8) What issues do you experience at school?
 Low academic performance due to lack of resources.
 Often disciplinary sanctions.
 Alienation (Little to no friend)
 No issues
 Other. ________________________________________________________________
9) From whom do you receive financial assistance with academic related issues?
 Parents

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 Other family members
 Scholarship/ Grant
 Other. _______________________________________________________________
10) Do you receive assistance with academics from parent or guardian?
 Always
 Often
 Sometimes
 Never
11) How would you grade your academic performance?
 Excellent (90% and over)
 Very Good (89%-80%)
 Good (79%-70)
 Satisfactory (69%-60)
 Bad (59% and under)
12) Have you ever received disciplinary sanctions from school?
 Yes  No
If yes, for what reason?
 Fighting
 Disrespecting teachers/ schoolmates

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 Usage of profanities
 Other. ________________________________________________________________
13) How often do you attend school?
 Always
 Often
 Sometimes
14) If sometimes, why?
 Illness
 Parent have financial challenges
 Demotivated to attend school
 Other. ___________________________________________________________
15) Does your school assist you in any way?
 Yes  No
15b) If yes, how?
 Lunch
 Fare
 School Fees
 Other. __________________________________________________________________

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0%
5%
10%
15%
20%
25%
30%
35%
40%
Lack of food Lack of
clothing
Lack of
academic
resources
Abuse Other
7%
13%
40%
13%
27%
PERCENTAGE
ISSUES ENCOUNTERED AT HOME
Graph showing prominent issues encountered by
students at home
1) What are the prominent issues you encounter at home?
Fig. 1

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0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Often absent from
school
Low self-esteem Misbehahviour at
school
Not affected Other
7%
26%
13%
47%
7%
percentage
Effects of one parental figure
Graph showing how the lack of one parental figure affects
students
In figure one, 7% of students’ encountered lack of food, 13% lack of clothing, 40% lack of
academic resources, 13% abuse and 27% other
2) How does the lack of one parental figure affect you?
Fig. 2

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In figure two, seven percent (7%) of students’ were often absent from school, another seven
percent (7%) was affected in other ways, twenty-six percent (26%) had low self-esteem, thirteen
percent (13%) misbehaved at school, and forty-seven percent (47%) were not affect.
3) How would you grade your academic performance?
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Excellent (90-100)
Very Good (89-80)
Good (79-70)
Satisfafctory (69-60)
Bad (59-0)
13%
33%
47.00%
7.00%
0%
GRADES FOR ACADEMICPROFILES
ACADEMICPERFORMANCRPROFILES
GRAPH SHOWING STUDENT'S ACADEMIC
PERFORMANCE

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Fig. 3
In figure 3, three percent (3%) of students’ had an academic performance of excellent, thirty-
three percent (33%) very good, forty-six point seven percent (46.7%) good, six point seven
percent 6.7%) satisfactory and zero percent (0%) bad.
4) Have you ever received disciplinary sanctions from school?

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Fig. 4
In figure 4, thirty-three (33%) percent of students’ got disciplinary sanctions for usage of
profanities, twenty-three percent (23%) for disrespecting teachers/schoolmate, seven percent
(7%) for both fighting and other and thirty percent (30%) had none.
5) What issues do you experience at school?
0%
5%
10%
15%
20%
25%
30%
35%
Fighting Disrespecting
teachers/schoolmate
Usage of profanities Other None
Percentage
Disciplinary sanctions experienced
Graph showingdisciplination sanctions recieved
by students

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0%
7%
53%
40%
0%
10%
20%
30%
40%
50%
60%
Low academic
performance due to lack
of resources
Often disciplinary
sanctions
Alienation No issues
GRAPH SHOWING ISSUES EXPERIENCED BY
STUDENTS AT SCHOOL
Fig. 5
In figure 5, fifty-three percent (53%) of students’ experienced alienation at school, forty percent
(40%) no issues, seven percent (7%) disciplinary sanctions and zero percent (0%) low academic
performance due to lack of resources.

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Analysis of data
In figure 1, majority of students encountered lack of academic resources at home. This issue may
be attributed to the occupation of the residing parent in addition to the cost of these academic
resources. A lesser amount of respondents said they encountered other issues at home. These
other issues could be the result of the environment, disciplinary approaches, or factors that led to
the breakup of the family structure such as infidelity or divorce. An equidistant amount of
respondents encountered lack of clothing and abuse at home. Lack of clothing may be
subsequent factor of the economic situation within the household, while abuse may be as a result
of the disciplinary strategies utilized in addition to transferred stress experienced by the parent.
Minority of the respondents encountered lack of food at home. Food is a necessity within
households, therefore, despite of financial struggles more efforts will be exerted in ensuring that
food is available within the household.
In figure 2, majority of respondents were not affected by the lack of a parental figure. This may
be as a result of visiting or common law union, hence, the respondents may have a positive male
influential figure in their life. A lesser amount of respondent’s self-esteem was affected. This
may be as a result of constant verbal abuse by mothers as well as the absenteeism of fathers in
providing a balanced social and emotional connection with their offspring thereby ensuring self-
appreciation. A medial amount of respondent said they misbehaved at school. This is by virtue of
the lack of a constant authoritative figure that effectively enforce discipline. Minority of
respondents were often absent from school. This is may be due the economic situation within the
household.

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In figure 3, majority of respondents had a good academic performance. This may be due to
access to effective teaching methods used by teachers or due to personal incentives. A lesser
amount of students had a very good academic performance. This may also be as a result of
effective teaching methods used by teachers or due to personal incentives. Minority of students
had satisfactory academic performance. This may be because of absentmindedness within the
classroom as a result of personal issues or because the persons are slow learners. No respondent
had bad academic performance. This is by virtue of self-motivation or fear of the consequences
of failure.
In figure in 4, majority of students received disciplinary sanctions for usage of profanities. This
may be as a result of their environments and the causality in which it is used. A lesser amount of
students has never received disciplinary sanctions. This is by virtue of fear of the consequence of
disobediences or because of forced or learnt self-discipline. A medial amount of students
received disciplinary sanctions for disrespecting teachers or peers. This is subsequent of the fear
of consequences that will be enforced by administration and parent. Minority of students were
sanctioned for fighting and for other reasons with equal percentage. Fighting is owing to the
ideology that it is accepted to physically resolve conflicts (environment) while others could be as
a result of psychological impacts of the household.
In figure 5, majority of students were alienated at school. This may be subsequent of their
inability to acceptably socialize with peers due to the nature relationship bonds established at
home. A lesser amount of students had no issue, and this may be attributed to a stable parental
influence on their lives. Minority had often disciplinary sanctions and is subsequent of the lack a
constant authoritative figure while no students had low academic performance; this may be as a
result of personal incentives in addition to effective teaching methodologies.

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Discussionof Findings
The research conducted within the confines of St Jago High School highlighted
consequences of the socio-economic situation of single parent families on students. The research
posits a number of cultural ideologies as subsequent factors for the behavioral patterns exhibited
by students. It was further highlighted that the effects of matrifocality impacted each gender
differently.
Based on data collected, it was observed that lower school students of St. Jago High
School experienced similar issues expressed by Caribbean sociologists in regards to single-
parent families. The data showed that these challenges revolved around financial struggles as the
parent is unable to sustain all areas of the child’s financial and social life. Lack of academic
resources was the main issues encountered by majority of the participants. It is important to note
that employment rate was high among participant’s parent’s, with domestic and government
working having the highest employment rate. These findings reinforced claims made by
Mohammad and others over the economic situations of single-parent households. Evidence also
pointed out to participants often being absent from school with a minority of seven percent.
Even unaffordability of basic commodity such as sufficient food for children within single-parent
families highlight the financial state of this particular family structure. Despite lack of food
having the minority of impacts of children, it is concerning given the drastic contemporary
changes within the Caribbean such as self-governance in rendering assistance to those in need.

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The claim of children within single-parent families having lower test scores were proven
otherwise based on the research. The data collected indicated that the selected participants were
performing above the required academic standard. As indicated, majority of the participant’s
academic performance fell in the range of good, medial in very good, while the minority fell in
the range of excellent. None of the selected participants were performing poorly academically
with averages of fifty-nine and under. The causes of these academic achievements maybe due to
personal incentives as the selected participants were disadvantaged because of lack of academic
resources. Contrary to the claim of absenteeism as a contributory factor to poor academic
performance, the research proved that of the selected participants, thirteen percent indicated that
they were absent from school at least twice out of one week. Their absence had no impact on
their academic performance as their performance fell in the category of very good and good.
Some of the claims made by Jeffery T. Cookston with regards to behavioural effects on
children within single parent’s households were documented. These effects -while not as
consequential as those expressed by Cookston- seemed to have a direct impact on some of the
participant’s personality. Majority of the participants expressed that they were not affected by the
lack of a parental figure, while a lesser amount communicated that they had low self-esteem.
Males and females of third form (age 14) contributed to the majority of not being affected. The
particular effect of low self-esteem was prevalent among females between the ages of 12 to 13 in
first and second form. This may be because these respondents are at their first stages of
indolence and are more emotionally vulnerable given the absenteeism of a constant male figure
in their life.
Misbehavior at school was also another effect of single-parent families on children.
Misbehavior among children is not unique to single-parent families, none-the-less, it would have

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been more prevalent in this family structure as the mother had to play the role of nurturer and
authoritarian, hence, disciplinary strategies utilized might be ineffective. The research noted
misbehavior at school was most common among males between the ages of 12-13. These
misbehaviors were accounted for the usage of profanities, disrespecting teachers and peers and
fighting. The behaviours displayed by the selected participants would suggest that it was
consequent to the lack of a paternal figure on their life as there was no one playing the constant
role as disciplinarian. These males are then left exposed to cultural ideologies that this is the
accepted behaviour of a ‘true man’.

P a g e | 36
Conclusion
In conclusion, based on data collected, the researchers draw the conclusion that
socialization within the single-parent households were negative to a major extent. Behavioural
issues expressed by the selected participants were consequences of absenteeism of the other
parent, more specifically the fathers. The absent of a constant authoritarian impacted each gender
differently as females developed low self-esteem while males exhibited obnoxious behaviours.
The data proved that although employment rate was high among parents, they still struggled
financially as they were unable to fulfil all aspects of the students’ social and academic life. Not-
withstanding these factors, majority of students were able to defy their odds and attain
commendable academic performance. It can be therefore concluded that socialization within
single parent families negatively impacted students’ behaviour more than their academic
accomplishments.

P a g e | 38
Wed | Mar 29, 2017
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Too Many Single Parents
Published:Sunday | April 10, 2011 | 4:00 AM

P a g e | 39
Dr Ralph Thompson - Ricardo Makyn/Staff Photographer

Keisha Hill, Sunday Gleaner Writer
The Jamaican society has been experiencing a steady decline in the standard of family
life and this is having far-reaching effects not only on the academic achievement of
children, but on their total behaviour.
Dr Ralph Thompson, veteran educator and education advocate, addressing a recent
Gleaner Editors' Forum, says the problem stems from the absence of a nuclear family,
which he says is critical for the early stages of a child's development.
Thompson says an increasing number of sibling, visiting relationship and single parent
families have replaced the original family structures. As is expected, these new family
types lack the support and assistance in parenting and cultural socialisation, which were
traditionally present in the nuclear and extended family.

P a g e | 40
"For the children, the lack of a father figure can be disturbing in their socialisation. The
problem is neither uptown nor downtown. It is right across the board. There are just too
many mothers out there playing the single-parent role," Thompson said.
Many single-parent households face specific social and economic challenges for both
the parent and the children. About 45 per cent of all Jamaican households are female
headed. Female-headed households, according to 2002 data from the Planning Institute
of Jamaica, also have a larger number of children and adult females, but have a lower
per capita consumption than those headed by males.
Also as reported by Princeton sociologist, Sara McLanahan, children from father-absent
homes manifest a number of internalising and externalising problem behaviours,
including sadness and depression, delinquency, aggression, sex role difficulties, early
initiation of sexual activity and teen pregnancy, as well as poor social and adaptive
functioning and low self-esteem.
academics affected
Thompson says as a result, school functioning is also affected with poorer performance
on academic and cognitive tests, school disciplinary problems, higher school
absenteeism and dropout rates and lower occupational attainment.
The change in family structure, Thompson says, is also seeing an increasing number of
teenage parents who are not adequately trained and prepared for the task of
motherhood.
"Too many children are having children, so they lack the requisite knowledge and
information to pass on to their children. In some cases, by the time some of these girls
reach 15, they already have two children. At this age, they do not know how to raise
children because they are children themselves," Thompson said.

P a g e | 41
CEO of Family Life Ministries, Dr Barry Davidson, in his research, says the father-
absent child scores lower on the IQ scale than the father-present child, which might
make the difference between primary school and high school or high school and
university.
"Those brought up under pro-longed father absence were different in mathematical
skills and lower in verbal skills. Many crimes are committed by boys who believe they
are omnipotent because they never had their fathers' limiting restraining influence," the
report said.
keisha.hill@gleanerjm.com
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P a g e | 42
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