machismo & parental discipline in central american & mexico cswe

Seediscussions,stats,andauthorprofilesforthispublicationat:http://www.researchgate.net/publication/269464609

Machismo&ParentalDisciplineinCentralAmerica&Mexico.PreliminaryResults&Reflections.pptx

CONFERENCEPAPER·OCTOBER2014

DOI:10.13140/2.1.5062.8169

DOWNLOADS

94

VIEWS

156

7AUTHORS,INCLUDING:

NelsonPortillo

BostonCollege,USA

29PUBLICATIONS132CITATIONS

SEEPROFILE

XiafeiWang

TheOhioStateUniversity

4PUBLICATIONS0CITATIONS

SEEPROFILE

Availablefrom:RenéOlate

Retrievedon:14September2015

http://www.researchgate.net/publication/269464609_Machismo__Parental_Discipline_in_Central_America__Mexico._Preliminary_Results__Reflections_.pptx?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_2

http://www.researchgate.net/publication/269464609_Machismo__Parental_Discipline_in_Central_America__Mexico._Preliminary_Results__Reflections_.pptx?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_3

http://www.researchgate.net/?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_1

http://www.researchgate.net/profile/Nelson_Portillo?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_4


http://www.researchgate.net/institution/Boston_College_USA?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_6


http://www.researchgate.net/profile/Xiafei_Wang?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_4


http://www.researchgate.net/institution/The_Ohio_State_University?enrichId=rgreq-fb3f1a9f-e92a-468e-be01-c7a779670475&enrichSource=Y292ZXJQYWdlOzI2OTQ2NDYwOTtBUzoxNzQwMDUzMjM1NzUyOTZAMTQxODQ5NzUxMDMzNw%3D%3D&el=1_x_6


René Olate, PhD

NOVEMBER 12th, 2014

Olate, Argueta, Mesina, Portillo, Aguilar, Wang, & Jani, 2014

Objectives

Present preliminary results of a cross-

national research about machismo and

parental discipline

Gender differences

Associations with religiosity and spirituality

Discuss implications of this research for

social work interventions


How machismo is reproduced?

sexism

hypermasculinity

aggressive

domination

masculine force


Research partners:

Nicaragua & El Salvador

Julio Argueta, JD MA

Universidad Nacional

Autónoma de Nicaragua, León

Departamento de Trabajo Social

Nelson Portillo, PhD

Universidad Don Bosco

El Salvador


Research partners: Mexico

Víctor Hugo Aguilar Gaxiola, PhD

Universidad Autónoma de Sinaloa

Facultad de Trabajo Social

Marisa Mesina, PhD

Universidad de Colima

Facultad de Trabajo Social


Machismo and Parental Discipline among University Students in Central America & Mexico


OBJECTIVES

What is the prevalence of different types of

parental discipline? (Dimensions of Discipline Inventory, Straus & Fauchier, 2007)

What are the relationships among different

discipline strategies and youth’s adjustment,

attitudes, spirituality, machismo, community

violence and other variables?

What factors influence parental discipline

strategies and machismo? Factors being investigated

include individual-level, family-level, community-level and

culture-level variables.


CONCEPTUAL FRAMEWORK

Gender and Patriarchy Sociology (Walby, 1989)

Masculinity Perspectives (Connell, 1995, 2000; Gilmore, 1990)

Social Cognitive Theory (Bandura, 1991, 1981)

The self-efficacy mechanism in human agency (Bandura, 1982)

The Capability and Emancipation Approaches (Sen, 1999; Nussbaum, 2010; Welzel, 2013)


METHODS Sample. A quasi-random, stratified and proportional

by school and gender sampling of university students from: Universidad Nacional Autonoma de Nicaragua Leon

(UNAN–Leon: #1 N = 965; #2 N=958)

Universidad Don Bosco, El Salvador (UDB N = 950)

Universidad de Colima (UCOL N = 891)

Universidad Autonoma de Sinaloa (data collection stage)

The survey instrument was translated from English into Spanish by a team of bilingual researchers in the United States and pilot tested in Nicaragua.

Data were collected between December of 2012 and November of 2014. The OSU Institutional Review Board approved all study procedures.


Scales

Dimensions of Discipline Inventory (DDI) (Straus & Fauchier, 2007)

Machismo and caballerismo (Arciniega, Anderson,

Tovar-Blanco, y Tracey, 2008)

Intrinsic spirituality (Hodge, 2003)

Religiosity (Genia, 1993)

Generalized self-efficacy (Schwarzer y Jerusalén, 1995)


Machismo Scale

1. Men are superior to women.

2. In a family a father’s wish is law.

3. The birth of a male child is more important than a female child.

4. It is important not to be the weakest man in a group.

5. Real men never let down their guard.

6. It would be shameful for a man to cry in front of his children.

7. A man should be in control of his wife.

8. It is necessary to fight when challenged.

9. It is important for women to be beautiful.

10. The bills (electric, phone, etc.) should be in the man’s name.


Caballerismo (Chivalry) Scale 1. Men want their children to have better lives than themselves.

2. A real man does not brag about sex.

3. Men should respect their elders.

4. Men hold their mothers in high regard.

5. The family is more important than the individual.

6. Men should be willing to fight to defend their family.

7. Men must exhibit fairness in all situations.

8. A woman is expected to be loyal to her husband.

9. Men must display good manners in public.

10. Men should be affectionate with their children.


General Self-Efficacy Scale (GSE)

1. I can always manage to solve difficult problems if I try hard enough.

2. If someone opposes me, I can find the means and ways to get what

I want.

3. It is easy for me to stick to my aims and accomplish my goals.

4. I am confident that I could deal efficiently with unexpected events.

5. Thanks to my resourcefulness, I know how to handle unforeseen

situations.

6. I can solve most problems if I invest the necessary effort.

7. I can remain calm when facing difficulties because I can rely on my

coping abilities.

8. When I am confronted with a problem, I can usually find several

solutions.

9. If I am in trouble, I can usually think of a solution.

10. I can usually handle whatever comes my way.


METHODS

Procedures

T-test was used to assess gender differences in

the adoption of machismo, caballerismo, and self-

efficacy

T-test was used to compare gender differences

among the 25% higher scores in each scale


Traditional Machismo n % ♀ α ♂ ♀ t

El Salvador 950 45.0 .78 2.95 2.17 11.86***

México 891 46.7 .85 3.00 2.15 10.43***

Nicaragua I 965 57.6 .77 3.15 2.39 11.82***

Nicaragua II 958 55.5 .84 3.10 2.33 9.57***

n % ♀ α ♂ ♀ t

El Salvador 950 45.0 .71 6.05 5.87 3.31**

México 891 46.7 .81 5.61 5.25 4.47***

Nicaragua I 965 57.6 .79 5.88 5.71 2.54*

Nicaragua II 958 55.5 .86 5.61 5.63 -.19

Caballerismo


Autoeficacia Generalizada

n % ♀ α ♂ ♀ t

El Salvador 950 45.0 .87 3.23 3.19 1.27

México 891 46.7 .93 3.31 3.28 .68

Nicaragua I 965 57.6 .87 3.17 3.11 1.9


Measurements for Mexico Range Mean Mean ♂ Mean♀ t

Machismo 10-70 26.03 29.96 21.50 10.43***

Caballerismo 10-70 54.45 56.13 52.53 4.47***

Self-efficacy 10-40 32.94 33.08 32.80 .68

N 25%

higher % ♂ Mean ♂ Mean♀ t

Machismo 220 76.80 42.69 41.69 7.29

Caballerismo 271 66.11 65.15 63.44 4.9***

Self-efficacy 257 51.80 39.08 38.85 1.54

Comparing the 25 % higher in Mexico


Measurements for Nicaragua Range Mean Mean ♂ Mean♀ t

Machismo 1-7 2.68 3.10 2.33 9.57***

Caballerismo 1-7 54.45 56.13 52.53 4.47***

Self-efficacy 1-4 32.94 33.08 32.80 .68

N 25%

higher % ♂ Mean ♂ Mean♀ t

Machismo 233 67.40 4.47 4.20 1.82

Caballerismo 271 66.11 65.15 63.44 4.9***

Self-efficacy 257 51.80 39.08 38.85 1.54

Comparing the 25 % higher in Nicaragua


Traditional Machismo and Self-efficacy

by gender and school (UNAN-Leon I)


Understanding Machismo

from Parental Discipline,

Religiosity and Spirituality


Religiosity Religiosity

Types of Parental

Discipline

Types of Parental

Discipline

Demographics Demographics

MACHISMO

Spirituality Spirituality

Self-efficacy Self-efficacy

CHIVALRY

CONCEPTUAL MODEL (Olate, 2014)


CONCEPTUAL MODEL (Olate, 2014)

Religiosity Religiosity

Types of Parental

Discipline

Types of Parental

Discipline

Demographics Demographics

MACHISMO

Spirituality Spirituality

Self-efficacy Self-efficacy

CHIVALRY


DIMENSIONS OF DISCIPLINE INVENTORY

1) Psychological Aggression I. Aggressive Discipline

2) Corporal Punishment

3) Deprivation of Privileges

II. Penalty 4) Penalty tasks and restorative

behavior

5) Diversion

III. Positive Discipline 6) Explain/Teach

7) Reward

8) Ignore Misbehavior IV. Supervision

9) Monitoring


METHODS Procedures.

Linear regression (OLS) was employed to explore

the association between the endorsement of

traditional machismo, caballerismo (chivalry) and

types of discipline, religiosity and spirituality.


Parental Discipline: Mexico

1) Psychological Aggression: 91.8 I. Aggressive

Discipline 2) Corporal Punishment: 85.9

3) Deprivation of Privileges: 89.7 II. Penalty

4) Penalty tasks and restorative behavior: 91.9

5) Diversion: 88.6 III. Positive

Discipline 6) Explain/Teach: 97.8

7) Reward: 89.4

8) Ignore Misbehavior: 81.2 IV. Supervision

9) Monitoring: 78.4


Summary: OLS predicting Machismo

and Caballerismo in Mexico

TRADICIONAL MACHISMO CABALLERISMO

Female Male Female Male

Father Supervision (+) Deprivation of

privileges (+)

Religion (+)

-- Penalty T &

Restorative (+)

Corporal

punishment (-)

Spirituality (+)

Mother Penalty T &

Restorative (+)

Corporal

punishment (+)

Religion (+)

Religion (-)

Spirituality (+)

Penalty T &

Restorative (+)

Spirituality (+)


Implications

Community intervention with clergy:

Raising awareness of the cultural

dimensions of the patriarchal culture

Individual intervention: Cognitive

Behavioral Therapy


Cognitive Behavioral Therapy

Thoughts

Emotions

Behavior

Body’s Physical Reactions

Any EVENT: related to gender roles expectations

and manhood

What when through his mind?

What did he feel?

What did he do or have an impulse to do?

How did his body react?


Situation: a new Latino immigrant father dealing with authorization for his daughter to a pajama party Core beliefs about being a man and acceptable behaviors for his daughter Men don’t accept

this situation

Anxiety

Irritable, kick furniture

Muscle tension, sweaty

machismo & parental discipline in central american & mexico cswe

Documents

salvador olate

trabajo social olate

universidad autonoma

trabajo social marisa

trabajo social nelson

phd universidad autnoma

salvador julio argueta

universidad nacional