Mollborn Stefanie, Limburg Aubrey, Pace Jennifer, Fomby Paula
Department of Sociology, Stockholm University, Stockholm, Sweden.
Institute of Behavioral Science and Department of Sociology, University of Colorado Boulder, UCB 483, Boulder, CO 80309-0483.
J Marriage Fam. 2022 Aug;84(4):1129-1151. doi: 10.1111/jomf.12834. Epub 2022 Apr 22.
This mixed-methods study examined whether higher-SES children's digital technology use adhered to contemporaneous pediatric guidelines, how it compared to lower-SES children, and why, as analyses showed, higher-SES children's technology use far exceeded pediatric recommendations.
2013 American Academy of Pediatrics (AAP) guidelines recommended limited "screen time" for children. Higher socioeconomic status (SES) families tend to follow guidelines, but digital technology use-simultaneously a health behavior and a pathway for building human capital-has complex implications.
Quantitative analyses provide new nationally representative estimates of the relationship between social class and 9- to 13-year-old children's technology time (including television), device access, and parenting rules (2014 PSID Child Development Supplement, N=427). Qualitative analyses of 77 longitudinal higher-SES parent interviews articulated explanatory processes.
Higher-SES children used technology as frequently as others and in excess of recommendations. Their device access, activities, and agency in adhering to rules, however, differed from others. Qualitative analysis uncovered processes that helped explain these findings: parents' ambivalence about technology and perception that expert guidance is absent or unrealistic, and children's exercise of agency to use technology facilitated by "concerted cultivation" parenting styles, led to higher-SES individualistic parenting practices that supported children's increased non-television technology use.
Cultures and structures related to children's technology use are in flux, and classed norms and understandings are emerging to construct relevant class-based distinctions around parenting.
这项混合方法研究考察了社会经济地位较高家庭的儿童对数字技术的使用是否符合当前的儿科指南，与社会经济地位较低家庭的儿童相比情况如何，以及正如分析所示，为何社会经济地位较高家庭的儿童对技术的使用远远超过了儿科建议。
2013年美国儿科学会（AAP）指南建议限制儿童的“屏幕时间”。社会经济地位较高（SES）的家庭往往会遵循这些指南，但数字技术的使用——既是一种健康行为，也是一种积累人力资本的途径——具有复杂的影响。
定量分析提供了关于社会阶层与9至13岁儿童技术使用时间（包括看电视时间）、设备获取情况和育儿规则之间关系的新的全国代表性估计（2014年《收入动态研究小组儿童发展补充调查》，N = 427）。对77次社会经济地位较高家庭的家长纵向访谈进行定性分析，阐明了解释过程。
社会经济地位较高家庭的儿童使用技术的频率与其他儿童一样高，且超过了建议水平。然而，他们在获取设备、活动以及遵守规则方面的自主性与其他儿童不同。定性分析揭示了有助于解释这些发现的过程：家长对技术的矛盾态度以及认为缺乏或不切实际的专家指导，以及在“协同培养”育儿方式推动下儿童使用技术的自主性，导致了社会经济地位较高家庭支持儿童增加非电视技术使用的个人主义育儿方式。
与儿童技术使用相关的文化和结构正在变化，基于阶层的规范和理解正在形成，以构建围绕育儿的相关阶层差异。
