Your Parenting Mojo - Respectful, research-based parenting ideas to help kids thrive

I had originally approached today's topic of Othering through a financial lens, as part of the series of episodes on the intersection of parenting and money (previous episodes have been on NYT Money colunist Ron Lieberman's book The Opposite of Spoiled, How to Pass on Mental Wealth to your Child, The Impact of Consumerism on Parenting, and How to Set Up A Play Room.  The series will conclude in the coming weeks with episodes on advertising and materialism).   I kept seeing questions in parenting groups: How can I teach my child about volunteering?  How can I donate the stuff we don't need without making the recipient feel less than us?   And, of course, after the Black Lives Matter movement began its recent up-swing of activity, the topic took on a new life that's more closely related to my guest's work: viewing othering through the lens of race.   My guest, Dr. John A. Powell, is an internationally recognized expert in the areas of civil rights and civil liberties and a wide range of issues including race, structural racism, ethnicity, housing, poverty, and democracy. He is the Director of the Othering & Belonging Institute (formerly Haas Institute for a Fair and Inclusive Society), which supports research to generate specific prescriptions for changes in policy and practice that address disparities related to race, ethnicity, gender, sexual orientation, disability, and socioeconomics in California and nationwide. In addition to being a Professor of Law and Professor of African American Studies and Ethnic Studies at the University of California, Berkeley, Professor powell holds the Robert D. Haas Chancellor’s Chair in Equity and Inclusion.   Our conversation was wide-ranging and touched on a host of topics and thinkers, which I promised to track down if I could.  These include: Martha Minow's book Making All The Difference Aristotle's theory of Arithmetic and Geometric Equality Judith Butler's book Gender Trouble  Amartya Sen's idea that poverty is not a lack of stuff, but a lack of belonging Dr. Susan Fiske's work on the connection between liking and competence Lisa Delpit's book Other People's Children Dr. Gordon Allport's book The Nature of Prejudice Max Weber's idea of methodological individualism The movie Trading Places (I still haven't seen it!) This blog post touches on Dr. powell's idea of the danger of allyship John Rawls' idea that citizens are reasonable and rational Maslow's Hierarchy of Needs Richard Bernstein's concept of the regulative ideal   Dr. John Powell's Book Racing to Justice: Transforming Our Conceptions of Self and Other to Build an Inclusive Society (Affiliate link).   [accordion] [accordion-item title="Click here to read the full transcript"] Jen 01:11 Hello and welcome to the Your Parenting Mojo podcast. In today's episode, we're going to draw together themes from a couple of different series that we've been working on over the last few months. One of these was on the intersection of Whiteness and parenting, and the other more recent one has been on the intersection of money and parenting. And one common theme across both of these topics is the idea of seeing someone who's different from you as somehow other than you. And so I'm deeply honored today to welcome Dr. John Powell, who is an internationally recognized expert in the areas of civil rights and civil liberties. Dr. Powell is the director of the Othering and Belonging Institute at the University of California Berkeley, which supports research to generate specific prescriptions for changes in policy and practice that address disparities related to race, ethnicity, gender, sexual orientation, disability and socio economics in California and nationwide. Dr. Powell is Professor of Law and also Professor of African American Studies and Ethnic Studies at UC Berkeley. And is the author of the book Racing to Justice: Transforming Our Concepts of Self and Other to Build an Inclusive Society. Welcome, Dr. Powell.   Dr. Powell 02:17 Nice to be here, Jen.   Jen 02:19 And so I should also add that we scheduled this interview way back in February, right? Because your calendar is absolutely bananas. And we're just now talking here at the beginning of May. And so to put this in context, when we scheduled this in February, COVID-19 was something that was happening in China and really didn't seem to affect us very much or like it was going to affect us very much. And here in May, obviously, we are in a very different situation. And so I think our conversation today is going to be even more powerful with this additional context of othering that we're seeing related to things like attacks on Asian Americans here in the US, as well as under counting the number of Native Americans who have the virus, and how the whole world is basically shut down for an illness that's killed a small fraction of the number of people that diarrheal diseases and tuberculosis kill every year. Although, obviously the people that those diseases typically kill is very different from the people we are seeing the highest numbers of COVID-19 cases. So I'm sure our discussion today is going to be as this backdrop. And I think it makes it even more timely and even more compelling to listen to. So, I wonder if we could maybe start with a definition because othering is, I'm guessing is a term that's not going to be so familiar to many of my listeners. So can you start by grounding us a little bit and telling us about what is othering, please.   Dr. Powell 03:33 All right, so there's, as you would expect, there are many different ways of thinking about othering and the flip side of belonging, which we'll get to, I guess early.   Jen 03:41 Mm-hmm. Certainly, will.   Dr. Powell 03:42 It comes from many different disciplines, from healthcare, from sociology, from psychology, from philosophy, from feminist studies, from political science, each one has a slightly different variation as to how they talk about it. But one way of thinking about it is just when you do not accept someone else's full humanity and full equality. The bus concept as people are not seen as grievable, or people don't count, or in some way, they're less that. So it could be because there are different levels of othering, you connect othering between husband and wife, but not gonna have genocide in that context. Whereas when you have extreme othering of some groups, it also can lead into genocide. And there’s othering that’s exploitive. So, I was young made to observation that to be superfluous is worse than to be exploited. Because when you are superfluous, you can be subject to genocide. When you're exploited, you're not likely to suffer genocide.   Jen 04:47 Because you have a use to somebody.   Dr. Powell 04:49 Right. So, there are forms of othering, but sort of broad way of thinking about it when someone is seen as less than fully equal, less than mutual, and it can add to that like maybe a threat. In some sense, we're in different slow to some ways of thinking about it.   Jen 05:07 Okay, and so I'm trying to think about this from a psychological perspective and thinking about we've talked a long time ago now about how social groups form and a big part of it seems to be about creating this difference in your mind between what is me, what is myself, and to understand that you have to have something to compare it to some kind of other, how do you integrate that psychological aspect into the definitions of othering that you work with?   Dr. Powell 05:32 Well, the psychological definitions tend to be individualistic. And whereas some other definition certainly when I talked about Judith Butler or when I talked about sociology, Steve Martinot, they’re not psychological in that sense, in the sense that one of the preconditions to think about othering is when you think about group othering, there does seem to be a mind is set to actually categorize and differentiate and out of that comes the concept of ingroups and outgroups. But there's a lot to suggest that there's no stability in ingroups and outgroups, that people move in and out. And when we were talking about othering, we're largely talking about at a group level, not at individual level. And there's no natural other. I mean, that's the mistake I think that a lot of the psychological literature suggests that you see someone was different. And as the Dean of Harvard Law School wrote a book called What Differences the Difference Make [Jen note: I believe Dr. powell is referring to the book Making All The Difference]. So the psychological literature seems to suggest that there's natural others. And we think that those natural others and natural othering process fall along certain well traveled categories like race, gender, and that's clearly wrong. There's no natural other and there's no natural group. And part of that comes from a misunderstanding of our history. And so we think about, we organized in tribes, and so in tribes we had intimate contact with anywhere from 50 to 150 people. And that was it. And everyone else was an outgroup, and potentially either a threat or a different. But when we talk about Whiteness, for example, we're not talking about 50 people. So the 2 million years that we spent on tribes, there was no concept of Whiteness. And people weren't organized from Whiteness, they're organized around proximity. And race as we know it is relatively new, a few hundred years old. And then the capacity to actually define someone as an ingroup is a sociological process, it’s not in a build on a psychological tendency. For example, there are over 1 billion Christians, they'll never see each other. They have different languages, they have different race, but in some sense, they think of themselves as a group. They identify as a group. There's 340 million Americans and so why is that a group? That sounds nothing to do in a deep sense with 50 people, right? This is a very broad process. And so it's not that I see a person who has a different race than me, and then I have a whole bunch of things happen is that I've actually been constituted in such a way, not on my own behalf, and not on my own efforts entirely. In fact, a lot of this is pre-given. So for example, prejudice can only really exist when there's already a structure in the language and a grammar for prejudice that’s not the individual. So there's a little tension between the way psychologists approach it and the way sociologists and others approach it.   Jen 08:39 Yeah, for sure. And one thing I wanted to pick up in what you said was that we sort of assume that these are essentialist categories that I one thing or I’m another thing, and actually, we create these categories, right? I mean, I'm thinking about the immigration of Irish people who were not initially considered White in the US when they first came over. And so what are some of the other ways that you see this? You know, we think these are essentialist categories, but actually, they're not in any way, essentialist.   Dr. Powell 09:07 Right. And so interesting question, I've been a little bit about this so as you suggest essentialist sort of will locate something in the person who's just it’s in your biology, it’s in your nature and change, we have largely moved to anti-essentialist posture, in the sense that there are very few, if any essential categories and even if they were essential, the meaning is not essential. So when I was growing up, initially, race was considered essential. And you read stuff from the 1950s and 60s and races talk about us being biological and essential. And then some people would take that biological understanding of race and then attribute certain characteristics to it. As that started to melt away or become contested, people shift it as that okay race is an essential or biological, it’s sociological. But gender, aha, that is different. And they’re only, you know, a man or woman, you know.   Jen 10:01 Yeah.   Dr. Powell 10:02 And some people early on, so that's not quite true, you can be more. And now of course, people don't think of gender, or gender roles as essential at all. And there's no clear human biology associated with it, you have transgender. And so, again, in terms of the Academy, people question if there's anything that's essential. Now, the mistake that people make with that is that they then assume, because we're not essential, and if these categories are sociological and creative, can we step outside of these categories, and live in some way in which there are no categories? And that seems pretty wrong. And the categories don't have to be as rigid, and they can be multiple and they can be fluid and we can influence them. But the way the mind works and the way we work as people, we're always in relationship. And we need some categories to actually negotiate the world. We seem to be taking too much information. And another are saying that is that all of my interactions are mediated. We have no direct interaction with the world or with each other or even with ourselves. It's sort of interesting, my experience and when they say that, they assume they're talking about some unmediated, unfiltered phenomenon. Most people who look at this carefully would say, there's no such thing, that the very concept of reception is already structured. But it's not essential. So it can't restructure. And there are things we can do to shift it. But we can't simply step outside and have God's eye view and just see the world as it is.   Jen 11:42 Yeah. And so when we start to think about things that we could do that are different from othering, one potential way we could think about it is well, I've seen it referred to as saming, you know, we could just say, well, we're going to treat everybody equally. Why is that a bad idea?   Dr. Powell 11:57 Well, first of all, it doesn't work. In some ways, it's basically saying, in order for me to treat you as a full human being, you have to become some version of me. And that's better than saying, you’re categorically different. And I can never understand you. And therefore, I can do all these terrible things to you. It's like, so I have this thing, it's like, because we are both the same and different, dialogue is necessary and possible. And what it means by that, if we were just the same, dialogue wouldn't be necessary. I don't need to talk to you on the same thing. I don’t need to ask you how you feel.   Jen 12:35 You already know. Dr. Powell 12:36 You know, it's like, what would I feel? A gentle exactly is out here because she's an extension of me. And the other is that because it were totally different, the infinite other as Hegel talks about, that I couldn't understand. And so his life is a little bit more messy. The other things that are interesting, I find very fascinating, is that the process of suppressible saming some ways an erasure, you know, it's like, it's actually kind of the liberal response to the categorical differences that we made in the past like, Blacks are women, it's like, no, we're all the same. And that all the same, the person speaking, generally is the dominant group. And so then, in order to be a member of society, it means I have to adhere to whatever the dominant group considers to be the necessary thing. And so if you think about something like a Bill Clinton, Don't Ask, Don't Tell, right? Like you can join the military and kill people just like anybody else, but we don't want to hear about your sexual exploits. But from heterosexual, a heterosexual man, I can brag about my sexual exploits. So even in that formulation, you're saying one group can show up and be messed up on the chest for how many sexual exploits I have, but if you're homosexual, shhh, no one would talk about that.   Jen 14:00 Yeah.   Dr. Powell 14:01 It’s different. So the goal is not to be treated as the same. In fact, the idea of equality exit from the western concept come from Aristotle. And Aristotle understood that there were two different forms of equality when he calls arithmetic and what he calls geometric. And arithmetic is when we people are situated the same. And he says basically treat people who were situated the same as fare or treat people who are situated differently is unfair, but when people are not situated the same, to treat them as if they were the same, doesn’t make any sense. We got half of Aristotle's insights and not the other half.   Jen 14:40 Yeah. And it seems as though a lot of what you're speaking to is sort of getting at the idea of denying people agency and I think I see that a fair bit in the parenting world, you know, I'm obviously White and a lot of people who are talking about parenting are White, and schools I think you're very much geared for the success of middle class White children, and you know, in the parenting spirits, it's really common to hear about children needing protection. And often there are specific groups of parents, they're usually, you know, Black or Brown, low socio economic status. And these parents don't care about their children's education in some way. And in doing that, we're kind of removing, we're constructing a narrative where we really remove agency from these individuals. And we say, well, the school knows best or the state knows best. And if only you parented, like middle class White parents did, then your children would be so much better off and so much better able to...

In this conversation with Dr. Laura Froyen, a peaceful parenting and relationship coach with a Ph.D. in Human Development, the challenges of homeschooling are explored in depth. She shares her own anxieties about teaching her children despite her expertise. Listeners discover unexpected insights on the actual time kids spend learning in school and strategies for balancing work with homeschooling. The duo emphasizes the power of nature-based learning and the importance of nurturing children's curiosity, fostering a genuine love for learning outside traditional structures.

This podcast explores the complexities of personal identity and the connection between neuroscience and Eastern philosophy. It discusses the impact of labels on shaping our identity and the role of intuition in parenting. The episode also delves into the concept of play in parenting and the intersection of neuropsychology and Buddhism.

One of the things people email me wanting to know about most often is "what does the research say about how to set up a play room? What toys should I buy that will have the greatest benefit for my child's learning and development?" I'd actually been putting off doing this episode for a while, in part because the research base on this topic is thin on the ground - but also because the idea just made me kind of uncomfortable. I mean, we've survived for tens of thousands of years without play rooms - or even dedicated toys, never mind the incredibly beautiful and expensive ones that are available now! - what could I really say about this? Well, now's the time. Perhaps it shouldn't surprise you that this episode is coming in the middle of our series on the intersection of money and parenting. I hope it offers you some reassurance about how to set up your own play room - if you choose to and are able to. And even more reassurance if you choose not to or can't. Other episodes on this series This episode is the second in a series on the intersection of parenting and money. You can find other episodes in this series: 038: The Opposite of Spoiled 105: How to pass on mental wealth to your child 107: The impact of consumerism on children 115: Reducing the Impact of Advertising to Children 118: Are You Raising Materialistic Kids? [accordion] [accordion-item title="Click here to read the full transcript"] Hello, and welcome to the Your Parenting Mojo podcast. Today we’re covering a topic that listeners have been asking for for ages, which is How to Set Up a Play Room. And if you hear some trepidation in my voice, it’s because there’s a lot of it in me. And if you think it’s an incredible coincidence that this episode is coming hot on the heels of a couple of episodes exploring children and consumerism then…I’m sorry to say that this is not a coincidence. I was uncomfortable enough with the topic that I felt I really couldn’t do this episode without covering those other topics as well as a counterpoint. The main reason I’m uncomfortable is, of course, even having the wherewithal to ask the question “how do I set up a child’s play room” represents an absolutely enormous amount of privilege. It says that the person asking the question has so many resources that they can devote an entire room in their house to nothing but a child’s play, and on top of this, they have enough resources to equip the room with a sizeable proportion of whatever toys I suggest that the scientific literature says are necessary to bring about a positive outcome for their child. But when my listeners ask for something I do try my best to deliver. So here we go! While we’ve discussed the benefits of play on the show before in an interview with Dr. Stuart Brown, who is the Director of the National Institute for Play, we haven’t specifically looked at toys and play, or the role of parents in play. And it turns out that the concept of parents getting involved in children’s play, or directing children’s play, or providing materials for children’s play is something that’s pretty much unique to Western, Educated, Industrial, Rich, Democratic (or WEIRD) countries – plus Japan as well, and possibly China is heading in this direction too. For ethnographic evidence on this topic we look to our old friend Dr. David Lancy, who gathered hundreds of ethnographic studies on child development in his book The Anthropology of Childhood. Dr. Lancy reports that Sisala parents in Ghana regard an interest in children’s play as beneath their dignity. Even the face-to-face position where the baby is held facing the mother that is so common in Western cultures is very rare elsewhere. Western scholars consider talking to and playing with the infant essential to promote the bond between mother and infant, but this activity is rare in many cultures as well – the !Kung people who live on the western edge of the Kalahari Desert not only don’t play with their children but believe the practice may be harmful to the child’s development because children learn best without adult intervention. Gusii children in Kenya may try to get their mother to play or talk but will be ignored, because the mother believes that responding would be simply pointless, as the child is not a valid human being until it reaches the age of ‘sense,’ at around six or seven. A little closer to home, interaction between Mexican children tends to take place through shared work activity, rather than child-centered play. All of these approaches are in stark contrast to the recommendations provided to parents in Western countries - the American Academy of Pediatrics’ clinical report on this topic is called The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds – implying that play has some kind of unique qualities in promoting these parent-child bonds that can’t be replaced by other activities, when anthropological evidence shows that this bonding can occur through other kinds of activities like shared work as well. Dr. Lancy goes on to try to understand the gulf between societies where mothers simply don’t play with children and those where the absence of play between mothers and children is seen as an indicator of clinical abnormality. He sees the discrepancy as primarily driven by differing parental goals – rather than needing to keep the child out of the way or involve them in productive work as soon as possible, Western parents are responsible for developing literate children who have high levels of concentration, self-discipline, emotional self-control, persistence in the face of failure, cooperation with others, attention to adults and to the material that adults deem it necessary for children to learn so they can be successful in school. Dr. Lancy says that “mothers carefully control the toy inventory to facilitate these lessons as well as expose their children to the artifacts of schooling, such as letters, numbers, colors, and “staying within the lines.” In several Asian cultures parents also use play didactically to socialize the child to restrain its own desires and adopt a cooperative and deferential attitude toward others. A failure to achieve these goals brings scorn on the parents and humiliation for the mother, and could have a materially negative result for the parents if they don’t instill enough filial piety and gratitude in the child that will prompt the child to care for the parents for the remainder of their lives and beyond. In addition to school readiness, parents manage children’s play for other reasons, like living vicariously through their children’s experiences in sports, as we segregate players by age and deliberately develop their skills and self-confidence. A hundred years ago, children would manage their own games, not worrying who wins and who loses, or even if the game is finished. So it’s against this rather strange backdrop – where play is found to be something that children from most cultures enjoy, even if they aren’t permitted to do it much, contrasted with Western cultures where parents organize and direct the materials of play and the actual games themselves, that we situate this episode on how to set up a child’s playroom. Before we get into the toys themselves, for those of you who haven’t listened to Episode 57, What is the Value of Play, for a while, let’s just do a really quick review of the evidence on the benefits of play. And they are many. We can count improvements in executive functioning, including cognitive flexibility, inhibitory control, and working memory, as well as language development, early math skills, social development, peer relations, physical development and health, creativity, reasoning about hypothetical events, and an enhanced sense of agency. If we think back to the introduction to this episode, we can see how well these skills line up with our goal to raise children who are successful in school. A number of these studies do look at play outside of the parent-child relationship, and some specifically look at play where children are provided with objects and “minimal adult direction,” and find more creative play where adults aren’t standing over the child – or maybe even sitting next to the child - telling the child what to do. This also brings us to an important definition about what play is – while different scholars use different definitions, one of the most commonly agreed upon criteria is that play doesn’t seem to serve any apparent immediate purpose – children engage in it just for the sake of it, because it’s fun. If an adult is trying to ‘teach’ the child something then it isn’t play – in fact, some researchers see the presence of a ‘minimally intrusive adult’ as a contextual cue to play. So *play* is important and useful to children (although play itself may not be inherently critical to children’s development), but what about individual toys? Is there any evidence looking at the impact of the number or types of toys that are available to a child and the child’s outcomes? Most of our children are fortunate enough to own toys; in one ethnography of 32 families’ homes in Los Angeles published in 2012, the authors reported that family homes had an average of 139 toys visible to researchers, with most homes having at least 100 and some as many as 250. The researchers didn’t specifically note the presence or absence of play rooms, but the book does include hundreds of absolutely fascinating photos, many of them photos of the material clutter that sometimes seems to threaten to take over our homes, and noted that “it is not unusual to also find kids’ art and Disney-themed images in public rooms of homes, giving them a very child-centered look that would have been rare during the middle decades of the twentieth century, when there was far more emphasis on presentation and formality in the living room, dining room, and even kitchen areas.” And how much does all this children’s stuff cost? Well, the U.S. in the mid-2000s we spent about $24 billion on toys each year, with $3.1 billion specifically for infant and preschool toys. The average family spent about $240 on toys and games each year, and grandparents spent $500 each year on gifts for grandchildren. But the most telling statistic to me is that the U.S. represents 3.1% of the world’s children, but 40% of the global toy market. So children have toys. But how are they used in the home? One researcher visited a set of 18 mother/infant pairs once a month when the infants were aged between 1 month and 18 months – so yes, this is definitely a small sample size, but the extended visits with each family (rather than dragging them into a lab and telling them to play “as you would at home”) and duration of the visits over 18 months yielded some really interesting information. The researcher, Dr. Doris Pierce, did this study for her dissertation in Occupational Therapy, and she was interested in learning more about “the relatively unrecognized work that mothers do in managing the play objects and play spaces of infant toddlers in the home,” which she says is “critical to child development” – because occupational therapists so rarely encounter the child in their home environment and so don’t have much understanding of how the techniques they prescribe are actually used in the home. Dr. Pierce saw mothers as “the stage managers behind the play scene in the home;” constantly engaged in positioning the infant and toddler for play, selecting toys, setting up the play space, monitoring for safety, and controlling access to areas of the home. It’s work that requires judgement, decision making, and ongoing manipulations of the physical environment – and when you put it in terms like that, suddenly it makes it much clearer to me why we feel so exhausted at the end of the day when as far as an outsider is concerned, we haven’t really “done” anything. Dr. Pierce found that new mothers often rely heavily on the messages from commercial toy manufacturers to make toy selections, and used these to try to make sure their child had access to as many toys that can aid their development. First time mothers were more likely to fit into this category, and have ideas about what they ‘ought’ to buy, although these opinions were often based on the design, labeling, and marketing of toys. But another group of mothers, who often had less money available to spend on toys, tended to let their children mainly play with household objects and told Dr. Pierce that they didn’t believe commercial toys were important in the infant’s life. I thought there was some interesting rationalizations going on there on both sides – parents who could afford toys rationalized their decision to buy them by saying it was in their child’s best interest, while parents who didn’t have money rationalized their inability to buy toys by saying they didn’t believe toys were important for children’s development. More experienced mothers often had a store of outgrown toys from previous children, and were better able to offer an appropriate toy at the right age for the child, a puzzle that first time mothers sometimes struggled with. It seemed like the primary way mothers decided that the child had developmentally moved on from the toy was when the mother found she could no longer leave the child with the toy and expect the child to be entertained while she did housework nearby. The mothers would often rotate the toy selection to try to maintain the child’s interest so she could step away and get the work done around the house that our culture requires be completed. Once the children became mobile, the kitchen cupboards often became an important source of toys – particularly while the mother was cooking or washing the dishes, and then as the child matured into a toddler toys like shape sorters, books, puzzles, and other educational toys made an appearance in at least the upper income homes. Dr. Pierce noted that it was usually the mother who tried to engage the child in play with these toys, rather than the child playing with them independently. Of course, this kind of interaction is deeply embedded in our culture as well – when we play try to engage our child with an educational toy we are passing on a message about who holds knowledge and who needs to develop knowledge, and that what the adult knows is valuable and what the child knows or discovers by themselves may be less valuable, and that children should listen to what adults are telling them. All of these lessons are preparing children for success in school, where they must learn that it doesn’t really matter what questions they have, that providing the correct answer to a question that someone else has deemed important is what constitutes ‘knowledge.’ I want to add a side note about something that I’ve wondered about and that may have been bugging you as well - we have a number of toys made from recycled plastics in our house and I know from my work in sustainability consulting that chemicals in plastics – and particularly recycled plastics are not amazing for our health. Pthalates are added to plastic toys to increase flexibility and durability, but have also been shown to have negative impacts on liver, kidney, and reproductive systems. Experiments in rats have found that two kinds of phthalates increased the incidence of many reproductive malformations by more than 50% and reduced the size of men’s testicles. Polybrominated diphenyl ethers were freely added to toys before the year 2007, when new regulations restricted the amount that could be in each toy; this chemical has thryroid disrupting properties. But now we’re not using that we’re using phosphate flame retardants instead, which are neurotoxic and carcinogenic. And you might be asking what these chemicals are doing in toys; the answer is that they were added to the plastic for whatever its original use was, and they stay in the plastic when it’s melted down and reshaped into a toy. So it seems as though yes, these chemicals are very much present in toys – but just the presence of a chemical isn’t the only thing that matters. As the saying goes, “it’s the dose that makes the poison” – and the news on this front may be as depressing as it is reassuring – even if children put toys made from recycled plastics in their mouths, the amount of exposure to these chemicals they get is an order of magnitude lower than the exposure they received through breast milk. And as they get older, the exposure they get through touching toys with their hands and then putting their hands in their mouths is TWO orders of magnitude lower than their exposure to the chemicals through household dust. So it’s good news that worrying about chemicals in toys made from recycled plastic shouldn’t be our top priority – because due to the way we’re living our lives our children are getting exposed to these chemicals anyway. Once the toys are in the house, Dr. Pierce found that it was usually primarily the mother’s role to offer the toys to the child, and as the child got older this shifted to arranging the toys for the child’s use – and this was the defining factor in the infant’s experience of the home no matter whether the family had a lot of money and lived in a large home or had less money and lived in a small home. Each home play space was unique, but the most common arrangement was that toys were most highly concentrated next to the kitchen, where the mother spent the most time working. And, of course, this way of organizing the home – and the play space – is highly unusual in the rest of the world. We do see parallels in Japan where mothers often find themselves isolated in high rise apartments with their infant while the husband goes to work, but the home filled with hard surfaces, sharp corners, electricity, and tiny objects everywhere, and only one adult is available for the vast majority of the day to keep them safe, keep the home tidy, and play with the child is something that people in many cultures would think is absolutely batty. In Dr. Pierce’s study toys most commonly entered the house through the mother’s purchases at toy stores, although six of the 18 infants in the study also had a toys mailed to them every six weeks from a club that had been promoted in a parent magazine. With only one exception in 18, the child’s first birthday gift included at least one large wheeled push toy or riding toy. Visiting relatives often brought gifts, maternal aunts gave outgrown toys, and maternal grandmothers would pass on toys the mothers themselves had played with as infants in a symbol of the importance of the family being extended for another generation. So we can see that the mother – but also the toy industry, family, and friends all play a role in determining the number and types of toys available. The French sociologist and anthropologist Pierre Bordieu talked about an idea which also came up in Dr. Allison Pugh’s work on consumerism, although I didn’t have time to discuss it with her, and that’s the idea that parents have cultural capital like knowledge, taste, and ways of speaking that children internalize without consciously thinking about them. One of the ways this knowledge is passed on to children is through the toys we give them to play with. So when we buy the authentic $100 Grimm’s rainbow that was cut from a single, solid piece of Linden wood and matches the peg doll and Large Element Stacker accessories, we’re saying to our child:...

Do you often feel anxious or irritated, especially when you're around your child? Do you often feel like you might snap, perhaps even threatening violence if they don't do what you say? Are you so disconnected from them that you sometimes consider walking out and never coming back?   If you have, it's possible that you're suffering from parental burnout. Listener Kelly reached out to me recently because she has been diagnosed with parental burnout and wanted to know what research is available on this topic, and on how to protect her two-year-old from its impacts. We did some searching around in the literature and it actually didn't take long to turn up the preeminent researchers in the field who actually work as a team and one of whom - Dr. Moira Mikolajczak, kindly agreed to talk with us.   We learned about the warning signs to watch out for that indicate that you might be suffering from parental burnout, and what to do about it if you are. We ran a bit over time at the end of the episode and I wasn't able to ask about whether self-compassion might be a useful tool for coping with parental burnout but Dr. Mikolajczak and I emailed afterward and she agreed that it is - I'm hoping to do an episode on self-compassion in the future.   More information on Dr. Mikolajczak's work on parental burnout can be found at https://www.burnoutparental.com/ The Parental Burnout Assessment, available in French and English, can be found here: https://en.burnoutparental.com/suis-je-en-burnout   Taming Your Triggers If you need help with your own big feelings about your child’s behavior, register for the Taming Your Triggers waitlist. We’ll help you to: Understand the real causes of your triggered feelings, and begin to heal the hurts that cause themUse new tools like the ones Katie describes to find ways to meet both her and her children’s needsEffectively repair with your children on the fewer instances when you are still triggered Join the waitlist and we'll let you know when doors reopen. Click the banner to learn more!     References Brianda, M.E., Roskam, I., Gross, J.J., Franssen, A., Kapala, F., Gerard, F., & Mikolajczak, M. (2019). Treating parental burnout: Impact of two treatment modalities on burnout symptoms, emotions, hair cortisol, and parental neglect and violence. Psychotherapy and Psychosomatics. Retrieved from https://www.researchgate.net/profile/Moira_Mikolajczak/publication/339852433_Treating_Parental_Burnout_Impact_of_Two_Treatment_Modalities_on_Burnout_Symptoms_Emotions_Hair_Cortisol_and_Parental_Neglect_and_Violence/links/5e6e1dcc92851c6ba7048086/Treating-Parental-Burnout-Impact-of-Two-Treatment-Modalities-on-Burnout-Symptoms-Emotions-Hair-Cortisol-and-Parental-Neglect-and-Violence.pdf Cesar, F., Costa, P., Oliveira, A., & Fontaine, A.M. (2018). “To suffer in paradise”: Feelings mothers share on Portuguese Facebook sites. Frontiers in Psychology 9, 1797. Hubert, S., & Aujoulat, I. (2018). Parental burnout: When exhausted mothers open up. Frontiers in Psychology 9, 1021. James, M.E.B.I.R., Kapala, J., Gerard, A.F.F., & Mikolajczak, M. (2020).  Treating parental burnout: Impact of two treatment modalities on burnout symptoms, emotions, hair cortisol, and parental neglect and violence. Balance 28 (70.31), 0-91. Lebert-Charron, A., Dorard, G., Boujut, E., & Wendland, J. (2018). Maternal burnout syndrome: Contextual and psychological associated factors. Frontiers in Psychology 9, 885. Le Vigoroux, S., Scola, C., Raes, M-E., Mikolajczak, M., & Roskam, I. (2017). The big five personality traits and parental burnout: Protective and risk factors. Personality and Individual Differences 119, 216-219. Le Vigoroux, S., & Scola, C. (2018). Differences in parental burnout: Influences of demographic factors and personality of parents and children. Frontiers in Psychology 9, 887. Meeussen, L., & Van Lar, Colette (2018). Feeling pressure to be a perfect mother relates to parental burnout and career ambitions. Frontiers in Psychology 9, 2113. Mikolajczak, M., Raes, M-E., Avalosse, H., & Roskam, I. (2018). Exhausted parents: Sociodemographic, child-related, parent-related, parenting and family-functioning correlates of parental burnout. Journal of Child and Family Studies 27, 602-614. Mikolajczak, M., & Roskam, I. (2018). A theoretical and clinical framework for parental burnout: The balance between risks and resources (BR2). Frontiers in Psychology 9, 886. Mikolajczak, M., Brianda, M.E., Avalosse, H., & Roskam, I. (2018). Consequences of parental burnout: Its specific effect on child neglect and violence. Child Abuse and Neglect 80, 134-145. Mikolajczak, M., Gross, J.J., Stinglhamber, F., Norberg, A.L., & Roskam, I. (2020). Is parental burnout distinct from job burnout and depressive symptomatology?  Forthcoming in Clinical Psychological Science. Retrieved from https://dial.uclouvain.be/pr/boreal/object/boreal%3A224963/datastream/PDF_01/view Mikolajczak, M., Gross, J.J., & Roskam, I. (2019). Parental burnout: Wat is it, and why does it matter? Clinical Psychological Science 7(6), 1319-1329. Roskam, I., & Mikolajczak, M. (2020). Gender differences in nature, antecedents, and consequences of parental burnout. Sex Roles 1-14. Sanchez-Rodriguez, R., Perier, S., Callahan, S., & Sejourne, N. (2019). Revue de la literature relative au burnout parental. Canadian Psychological Association. Retrieved from https://www.researchgate.net/profile/Sanchez_Rodriguez/publication/331516306_Revue_de_la_litterature_relative_au_burnout_parental_Correction_to_Sanchez-Rodriguez_et_al_2019/links/5de692b2a6fdcc2837033f54/Revue-de-la-litterature-relative-au-burnout-parental-Correction-to-Sanchez-Rodriguez-et-al-2019.pdf Sorkkila, M., & Aunola, K. (2019). Risk factors for parental burnout among Finnish parents: the role of socially prescribed perfectionism. Journal of Child and Family Studies 29(3), 648-659. White, C.C. (2017, February 5). Putting resilience and resilience surveys under the microscope. Aces Too High News. Retrieved from: https://acestoohigh.com/2017/02/05/__trashed-4/

In this enlightening discussion, Brian Stout, a progressive philanthropist focused on social justice, delves into the nuances of dismantling patriarchy through parenting. He shares why even those who benefit from patriarchal systems, like himself, are invested in challenging them. The conversation explores how subtle parenting choices may enforce patriarchal norms and highlights the emotional toll these systems take on men and women alike. Brian offers actionable insights for parents seeking to foster equity in their families, making profound changes in societal dynamics.

It seems pretty clear that we are in a societal 'liminal space' right now, which is a threshold between what we have known until now and what we will know in the future. We are also in a liminal space related to learning and education, as schools hastily try to move learning online (despite disparities in access to online learning systems), and we have an incredible opportunity to think through what we think children's learning should look like in the future. In today's episode we hear from Dr. Zak Stein, who has spent many years thinking about ways in which the education system in the United States could be reimagined to take advantage of virtual learning opportunities and 'learning labs,' which gather resources around learners instead of having learning take place in classrooms isolated from real-world experience.  Dr. Stein is a big-picture thinker, and it was really exciting to sit with him and envision the future of learning. To learn more about the memberships I mention in this episode, please visit yourparentingmojo.com/together   Dr. Zak Stein's book Education in a time between worlds - Affiliate link   [accordion] [accordion-item title="Click here to read the full transcript"] Jen 1:46 Hello, and welcome to the Your Parenting Mojo podcast. To put the show into context before we get going, I wrote the questions for this episode on the night of Friday, March 20, 2020. And we recorded it on Sunday, March 22, which is coincidentally my birthday and I took at least half a day off. Here in the California Bay Area, we’ve been ordered to stay home for everything except non-essential errands for five days now. And the shutdown has now been extended to cover one in five Americans, including the entire states of California, New York and Illinois.   Now, I plan to reach out to our guests for the show in a few months’ time. But all of a sudden, on Friday night, I realized that I needed to talk with him now and that we need to hear from him today. And so our guest today is Dr. Zach Stein, whose book title tells you something of the breadth of scope of what we’re going to discuss, it is called Education in a Time Between Worlds: Essays on the Future of Schools, Technology and Society.   We will lay some groundwork so we have a common understanding of how some of our global systems work, and then we’ll start to look at the role that education plays in the system. I think it’s become really clear to us in the last couple of weeks that many of the systems that we’ve built are unsustainable, and for a long time, that word has been used to mean that they’re bad for the environment. But I think that now we’re seeing that they’re actually not that good for us either. And so what will it take for us to do things differently?   Well, first, we need to start imagining what kinds of systems we might want to see instead and how we and our children can both live within those and also shape those. So that’s what we’re going to think about in this episode. And we wrap up the show by thinking about some of the steps that we ourselves can take in the coming days and weeks to start to put this in motion. And it was really great to hear Dr. Stein share some surprising and very doable advice on this topic.   One of the things that’s become most clear to me over the years that I’ve been doing this work is that the way we raise our children may be the single thing that we do that will have the most impact on the world. We talked about it a bit in the episode on Patriarchy a few weeks ago with listener Brian Stout and Dr. Carol Gilligan. The idea that systems that privilege men’s voices over women’s voices seems so huge and so deeply ingrained in our culture and they just seem impossible to change. But if we personally see the role that we are playing in the current system, and we accept that with grace and humility, but at the same time, take steps to do things differently with our own children, then we can actually make change happen. And I really feel like we’re on the cusp of some kind of big shift in our society right now.   Even a month ago, the conversation that we’re about to hear would have been mostly academic, I think, because it’s so easy to keep following the grooves in the system that we’re in, rather than get out of that groove and create a new system. But we’ve all been thrown out of our groove right now. We don’t have a choice but to do things differently. And we might miss the groove for sure it was comfortable, and it was comforting after all, and it seemed like we knew what was going on, and we could function within it. But the opportunity that I see is that the level of effort between the way that we’re currently existing and the future systems we can imagine, has never been smaller and may never be smaller again in my lifetime. And if today’s conversation sort of maybe helps us similar light bulb to go off in your head as it has in mine, even if it’s only a very nimble but you can’t really see anything else around it yet, but you can see that that bulb is there, I wonder if you would consider coming and joining me in a special edition of my memberships that I’m currently running.   I was planning to open them on a staggered basis later in the year, but we know that a lot has changed in the last few weeks. And I can tell from the kinds of questions and issues that are being raised in the free workshop that I’m running, which is called The Kids are Off School: Now What? There’s a real need for me to open these again right now. And so I host two memberships.   The first one is called Finding Your Parenting Mojo and it’s designed for people who agree with the ideas that they hear about in the podcast, but somehow find that they just really struggle to implement these in their daily lives. I know it’s so easy when you’re listening to a podcast, you just kind of nod along and you’re thinking, yeah, that sounds good. I’m gonna do that next time there’s a meltdown.   And then when you’re actually in the meltdown and you’re feeling triggered, then that thing that you heard in the podcast two weeks ago is nowhere to be found in your mind and you react in the same way that you’ve always reacted. And after it happens, you might even look back on the meltdown and you think, oh, I was gonna do that differently. Wasn’t I?   Or was there something I was going to do differently and then you just kind of fall back just as we do as a society into our regular group and nothing really shifts. But over time, things just seem hard. And maybe you wonder if parenting should be this hard. Or perhaps you’re just not sure what to do about it.   In the parenting membership, we take one topic per month and in the beginning of the month, I send you a short guide. And it turns all the research that I do for this podcast into a short set of really actionable tools on that topic.   Around the 10th of the month, we get on a group call, we see if you have any questions as you read through the guide, and you start to think about implementing the ideas. And then you go away for a couple weeks and you start practicing them. And towards the end of the month, we have a second group call because by then you tried a bit and you’ve had some successes, yay. And you probably have some failures as well and things that didn’t quite go the way you hoped. And we celebrate those successes, and we work through what happened with the things that didn’t go as well as you hoped.   And we help you to adjust course so that you can refine your approach and by the end of the month, you haven’t just read or listen to something and forgotten about it or even half remembered it, but don’t really know what to do with it, you’ve actually had support in figuring out how to implement it in your real life with your real family. And you’ve been through a couple of cycles of doing it. And you’ve been supported in that, and you’re on the way to making it a new habit.   And then in the next month, we move on to the next topic, and we repeat that process. So in terms of the topics we cover in the first month, we dramatically reduce the incidence of tantrums at your house, give you a bit of breathing space, and who doesn’t need breathing space right now. And in the second month, we look at what values we want to hold as parents and how we raise our children in line with those values. And this isn’t me telling you what values you should be using to raise your children. But this is you defining these with my help and support.   In the third month, we will understand where we might want to get more aligned with our parenting partner and use some tools to open up conversations with them in a way that invites them to share their ideas with you rather than making them feel attacked. And we also acknowledge that it’s totally fine for parents not to be on the same page some of the time and we help you figure out which are those areas for your family, and how to manage those. And after that we picked topics by group vote and these may include things like supporting emotion regulation, understanding anxiety in both parents and children, and navigating screen time. All the ideas and tools that I present in the membership are based on scientific research, but the overarching principle is that if you don’t want to, you never have to read another parenting book.   You just don’t have to do that anymore, because we go right to supporting you and implementing the tools that are based on the research. And given that a whole lot of parents are at home with their children for an extended period of time, it sort of seems as though the time is right to start thinking about how you want the next few months to go. Schools been closed for a couple weeks now. So how are things going? Can you imagine doing things the way you’ve been doing them for the last few weeks for several more months? If so then way to go. You got this. But if that thought makes you kind of nervous and you might want to think about using the membership to make a shift in your approach towards something that helps you work with your child, rather than feeling like you’re butting heads all the time, so the coming months and even years really can be easier and more peaceful. So that’s the Finding Your Parenting Mojo membership.   And so the second membership is the Your Child’s Learning Mojo membership. And that’s where we support children’s intrinsic love of learning. And you’ll hear a little in this episode about how schools have really not been designed for children’s learning. They were actually designed to mold people who would produce goods in factories and consume them in homes. And that’s why education is so standardized because getting people with standardized skills out the back end is really useful when you’re producing standardized products. And I have to say, it frustrates me no end that so many thousands of skilled and compassionate and knowledgeable teachers work within the system that so devalues their abilities and their relationships with our children in a way that really stamps out our children’s natural curiosity and the world around them by about second grade.   So in the Your Child’s Learning Mojo membership, we understand in layman’s terms how children learn. And then we learn how to use their own questions and interests as a jumping off point for engaging them in learning those deep and meaningful, and we’ll stay with them for so much longer than learning based on worksheets and curriculum. And as well as the actual learning on individual topics that happens which is great, we’re also helping them learn how to learn.   So we’re really being their guide on the side rather than the sage on the stage. Where it’s reimagining our job. Our job isn’t to provide them with answers. Our job is to connect them with resources, and see how the process of learning works so that they can apply this no matter where their interest take them in life.   And so schools are going to be closed for at least the next several months. So I know parents are wondering how the heck they’re going to support their children’s learning in that time, without standing over them, forcing them to fill out worksheets every day. Nobody finds that fun. One of the parents in the Learning membership told me last week that, “My children’s creativity and excitement over learning has been exploding since I’ve been in the membership.   Until last week, my only concern was that we would never get to all the projects we thought of based on their interests now home because of the Corona virus, we have no shortage of meaningful activities to fill our days for weeks, or even months to come. This course has put me in a position where I can turn lemons into lemonade.” And of course, that’s not to say that you or even this parent has to fill every moment of your day with projects. We’re not saying that at all. But rather, that you never need to search online for another list of 100 things to do with your child while shelter in places in effect, because you’ll already be working with your child on things that they love to do.   And so just to tie all this together, on Thursday, I hosted a circle for 40 parents it was on a Zoom call and they’re all taking the free workshop which is called The Kids are Off School: Now What? We were laughing a little and we were crying a little and for a couple of hours it was just kind of okay for us to lose it a bit and then gather up the pieces and go back to our families and some of the folks who are in the memberships also joined and they were feeling as much stress as everybody else was, but a couple of them said, “I feel like we’ve been preparing for the last 18 months for this.”   And so they’re referring to that period since they’ve been working with me and they’ve been practicing tools to help them in regular everyday parenting that they’re now finding are also so incredibly helpful in navigating their children’s anxieties about Coronavirus as well as just simple things like routine changes and not being able to see their friends and so these parents are feeling confident and prepared and ready for whatever comes up with their child.   So if that sounds like the kind of feeling you would like to have as you prepare for the next few months at home, which so many people seem to need both at once right now, I’m running a special package when you sign up for both of these memberships together, both the learning and the parenting one.   So, to see how that works just head on over to YourParentingMojo.com/Together.   Once again, that’s YourParentingMojo.com/Together. All right, so with all that out of way, let’s go ahead and meet today’s guest. Dr. Zach Stein studied Philosophy and Religion at Hampshire College and then Educational Neuroscience, Human Development and the Philosophy of Education at Harvard University. He’s now a scholar of the Ronin Institute, where he researches the relationships between education, human development and the evolution of civilizations. He’s also the co-president of a Think Tank, a board member at a number of technology startups, and he consults with schools, organizations and technology companies. Welcome Dr. Stein.     Dr. Stein  13:29 It's great to be here.   Jen  13:31 So I'd like to start by waiting right into the deep end with the big picture systems and then we'll move from there towards understanding the implications of these for our children's learning and education. And I'm going to quote from your book you've said that, “Based on an analysis of long-term global trends in economics and political history, contemporary world systems analysts argue that we have reached a crucial moment in geo history. When any complex system reaches its structural limits and evolutionary crisis ensues and a fundamentally new kind of system must be painfully and violently born”. So, if we were beginning this conversation a month ago, you know, yes, research on this topic has been around for a long time, but we might have needed to spend some time thinking through what this actually mean for us as fortunate people in our real lives? And today, we don't need to do that, we see the collapses beginning to happen. And we intuitively understand that what you wrote is true. I wonder if you can help us to maybe put your thinking about the Corona virus pandemic in the light of your previous writing and thinking please.   Dr. Stein  14:31 Yeah, thank you. Yeah, I've been thinking about that a lot. I, along with a bunch of other scholars since about 1972, not myself personally, you know, that the current way the systems running simply can't be sustained. So if you look at a book like The Limits to Growth, which was published in 1972, where the Student Loan Corporation, which was founded in 1972. And you look at the predictions from a lot of economists who saw the kind of waning of American hegemony beginning in 1972, which is when the dollar was taken off the gold standard by Nixon, through Fiat. And so a whole bunch of things basically started to get a bunch of people thinking that we need a fundamental change, right? Environmentalist sounding the bell, right? I think Silent Spring was 1962. So, what you have is a sense that, yeah, we were seriously running out of time, that there were all these extremely fragile systems that were reaching the limits of their growth, that the thing was wrongly conceived that you can’t have a plan to infinitely extract resources for capital gain on a finite planet. And so there was just this question of, what will that transition look like? How will we go from this kind of unsustainable model of civilizational growth to a sustainable way for in perpetuity, there to be human civilization? So, I started talking about this notion of being in a time between worlds because we're aware that the current system is ending, even though it may not look like it on the surface. And we're aware that the current systems ending and we don't know exactly what that next system looks like. So we're valley crossing in terms of evolutionary theory, we're moving out of one world and to another world. And this was apparent to people who were like, a small number of academics were basically looking through into the deeper structures but now this rather esoteric notions become exoteric and you're getting it like down on Main Street at an every living room that there's a phenomenology, there's an experience so whoa, we just been deworlded, right? The world as we knew it has kind of changed, that the old world is gone. And something new on the other side of this will emerge. That's been the feeling in the abstract and now it's the feeling in the concrete. And so it's revealing all of those systematic vulnerabilities in civilizational architecture, which have been known about, but it's making everyone aware of those, like, for example, the supply chain, right? It's like, when you go into a store and it's packed with goods, you're like, there's no problem with civilization. Look at this, like, everything's packed, right? You go into a store, and there's some stuff missing. You start to think maybe you maybe have the thought occasionally, but now you're thinking like hard about it, like, how does that supply chain actually work?   Jen  17:33 And then you buy more toilet paper?   Dr. Stein  17:35 Right. So this is the idea is that whoa, all of these supply, you know, all of the vulnerable infrastructures that sustain us now are...

In this episode we discuss how to cope with parents’ and children’s fear and anxiety related to the Coronavirus pandemic, how to keep the children busy so you can get some work done (without resorting to hours of screen time), and how to use the time that you are focused on them to develop your family relationships as well as their learning, rather than you driving each other nuts. To download a FREE sample routine to help you organize your days, and also join a FREE one-week workshop to give you the tools you need to cope with this situation, please go to yourparentingmojo.com/coronavirus   Other episodes mentioned in this show Talk Sex Today Understanding the AAP’s new screen time guidelines Raising your child in a digital world   Resources List of video conferencing companies offering free services Geocaching website Nature journaling videos with John Muir Laws   Jump to highlights 00:58 Introduction of episode 04:16 Difference between fear, worry, anxiety, and panic and how they impact a person 07:23 Official diagnosis of anxiety 08:36 Official diagnosis of a panic attack 10:05 What can we do to be less afraid 16:33 Difference between routine and schedule 22:48 A learning exploration 29:49 Parents worry about loneliness 39:50 Realization during the pandemic   [accordion] [accordion-item title="Click here to read the full transcript"] Hello, and welcome to the Your Parenting Mojo podcast!  I know that listeners who have been with me for a while know that an episode is going to be different when I dispense with the music at the beginning – I think the last time I did this was six months ago when I announced that I was taking a break from the show.  But have no fear; I’m not going anywhere – I just did it today to indicate that this is not a normal show because these are not normal times.  I’m recording this on March 15 2020, four days after the World Health Organization declared that the coronavirus outbreak is a pandemic, which means it is dispersed across a very wide geographic area and affects many individuals at the same time.  Many, many things have been canceled in the last few days – most schools are canceled for at least the next few weeks; big events are canceled or postponed, and we’re being advised to practice ‘social distancing’ by remaining six feet apart from other people. This all seems really big and super stressful and I’m not going to go into the details of much of the epidemiological information because frankly that isn’t my specialty.  But I also know that a lot of you are struggling with issues that very much do fall into my wheelhouse – things like “what on earth am I going to do with my kids for the next six weeks when we usually start to get on each other’s nerves on day six of a vacation,” and “will my child get behind on school work,” and “how am I going to still get my own WORK work done so I can get paid and keep us afloat while we’re all cooped up in this tiny space?” So in this episode I’m going to cover two main things – firstly, resources for you, because you may well be feeling quite anxious and approaching the end of your rope already and unsure how you’re going to make it through the coming weeks. Then we’ll talk about issues that affect your children while we’re going through this and how to answer your children’s questions about the virus and how to be thoughtful about screen time when it seems like there’s nothing else to do and also how to support their learning while they’re out of school. And because I know some of you are REALLY stressed out about this, I also want to let you know about a FREE one-week workshop that I’m running starting on March 23rd. It draws together elements of many of the paid workshops and memberships that I’ve built over the last few years into resources that you can use RIGHT NOW.  So for example, I’m in the middle of hosting a workshop on Taming Your Triggers, where we spend weeks digging into the many sources of your triggers because we often find that if we understand those better it creates space for us to choose a different reaction.  But right now we KNOW the source of our triggers – for many of us it’s our anxiety about the virus and about being cooped up with our kids – whom we love and cherish and enjoy, but just not ALL DAY EVERY DAY.  So we go right to the strategies that you can put in place immediately to feel less triggered by the situation, which will allow you to respond more effectively to your child when they’re acting out. We’ll also cover similar, immediately implementable strategies to cope with sibling fighting in a way that gives your children tools to solve their own problems, ways to keep children busy so you can get things done, and how to use their own interests as a jumping off point for real learning that isn’t based on worksheets or spelling drills or math problems for when you do have focused time with them. So if all that sounds like something you could use, just head on over to yourparentingmojo.com/coronavirus and sign up; you just have to enter your name and email address and you’re in.  There’s no charge whatsoever, so if you know of other parents among your friends, family, colleagues, and online networks and groups that could benefit from this then please do feel free to forward the yourparentingmojo.com/coronavirus page. The workshop gets started on March 24th, and as a bonus, as soon as you sign up I’ll email you a sample daily routine that you can use to bring a sense of order to the few days that we have until we get started.  I don’t think you necessarily need a formal schedule, and you may do just fine even without the parameters of a loose routine, but since many of our children will be coming from the highly routinized worlds of daycare and school, they may find the structure gives them a sense of security when so much around them might feel uncertain.  So that routine should carry you through the days when this is all still new and being out of daycare or school is still somewhat exciting, and then when you’re starting to get on each other’s nerves and you’re wondering how you’re going to do this for the foreseeable future, I’ll be standing right alongside you with tools to help.  If you’d like to download that sample schedule and sign up for the workshop, just go to yourparentingmojo.com/coronavirus, and as a reminder it is completely FREE, so please do share it with anyone you think might benefit. OK, so on to our topic for today – and in the spirit of putting your own oxygen mask on before helping others with theirs, let’s start with you. I know a lot of you are really anxious about what’s happening in the world at the moment, so I want to be really specific about our language here and define our terms.  I’m going to walk through the difference between fear, worry, anxiety, and panic. When we’re thinking about fear, then that’s a response to a known or definite threat.  If we’re hiking in the woods and we see a bear, fear is a normal response.  Our bodies use fear to trigger us to do something productive, which is usually fight or flight, or sometimes the freeze response which can mean playing physically – or emotionally – dead.  For many of us, we are very fortunate that in the situation we’re in with the virus, objectively speaking there really isn’t a lot to fear.  If we are healthy and our children are healthy and the elderly people we know are staying home and staying away from people who might have been infected, then there really isn’t a lot to have actual fear about.  Yes, there is still a possibility that we might catch the virus and we’ll probably feel crappy for a couple of weeks, but the transmission rate in children seems to be very low, and the fatality rate in healthy adults and children is very very low, so we probably won’t be too severely impacted. But if we think out beyond our immediately fortunate circumstances, then there actually is quite a lot of reason to be afraid.  If our elderly relatives can’t be completely isolated, or if we or our family members are immunocompromised, or if we care about people who are forced to live in close quarters like prison, or who are homeless and lack access to the basic sanitation practices that we are able to take for granted, or if we are working on the front lines in hospitals then that fear suddenly seems very rational because there IS a threat.  The threat is HERE, and it’s happening now. When we feel fear for an extended period of time – longer than it takes to run away from a bear - we often worry.  Worrying is defined by being exact; we’re not generally worried about things in general; we’re worried about something specific.  We’re worried that we are going to catch the virus and pass it on to others.  We’re worried that our vulnerable friends and relatives are going to be seriously ill or die. In many cases, in regular life, worry is actually adaptive, which means it’s useful.  It tells us that there’s something we need to focus on and maybe shift our approach.  The problem here, of course, is that many of us are already doing the things we’ve been told to do to reduce the transmission of the virus, but if there are things we simply can’t do – like not going to work if we’re a nurse and we’re not sick, or completely protecting our parents who are in ill health – and then it’s much more difficult to reduce the worry by changing our approach. When we can’t reduce our worries, they may become generalized into anxiety, which is a diffuse, unpleasant, vague sense of apprehension.  It’s possible that you might not even say what’s making you anxious – yes, you’re anxious about the virus, but even after you’ve rationally told yourself about the relatively low risks to most people, you might still feel anxious and not really be able to fully explain why.  We don’t often feel worry in our bodies, but we feel anxiety.  The official diagnosis requires three or more of the following six symptoms to be present – restlessness or feeling on edge; being easily fatigued, difficulty concentrating, irritability, muscle tension, and sleep disturbance.  These reactions aren’t going to help you to cope with any specific threat, so they are maladaptive.  A good test is to tell a friend about your thoughts – if they can understand, you’re worrying.  If they say “that makes no sense,” or if you already know yourself that it makes no sense, that’s probably anxiety.  Worry might make us nervous, but anxiety makes us afraid; it feels beyond our control, and it changes our ability to function in life for a substantial period of time – the diagnosis criteria say six months on this, although I’m guessing that in acute situations like this that the six month criteria may not be as relevant. A panic attack is like an acute onset of anxiety.  Instead of having ongoing, low to moderate intensity physical symptoms and a generalized sense of apprehension, the official diagnosis of a panic attack is defined as periods of intense fear or discomfort in which at least four of the following 13 symptoms develop quickly, reaching a peak within 10 minutes.  The 13 symptoms are pounding heartbeat, sweating, trembling or shaking, shortness of breath, feeling of choking, chest pain, nausea, feeling dizzy or faint, derealization (which means you have altered perceptions about your self and/or your environment), fear of losing control or going crazy, numbness or tingling, and chills or hot flushes.  If you are already anxious then it’s possible that you might experience the symptoms of a panic attack if you’re in a public place where people are coughing and sneezing, especially if that place is your work so you can’t escape from it. And when we’re experiencing these things one of the things we’re probably also worrying about the impact that our experience is having on our children.  Some children aren’t terribly perceptive and might not notice that something is wrong, while others will be sensitive to every shift in your mood. Either way, many of them will notice if your symptoms cause you to snap at them or lash out at them, and of course it’s hard enough to be patient with your children when you’re cooped up with them in a small space, even if you WEREN’T experiencing fear, worrying, anxiety, or maybe even panic attacks yourself, along with all the uncertainty that comes with the constant change in status of what’s open and whether we’re still going to have a job in six weeks and if our city is going to be put on lockdown. So what can we do?  If we think about what helps us to feel less afraid, worried, and anxious, it’s usually not that someone tells us “Don’t worry; that thing you’re thinking about is never going to happen.” These aren’t rational responses in us, so they often don’t respond well to rational logic. It’s far more powerful to reach out to a friend (via phone!) and say “hey, I’m really worried.  Can I talk with you about it?”  Hopefully if your friend is a good listener they’ll empathize with your feelings and your experience first, and connect with you as a human being to show you they care about you before letting you know whether or not you’re being irrational.  And if they’re worried too, hopefully you can do the same thing for them. When we are ready for some rational information, we can try to understand what is the real risk to ourselves and our family.  It can be hard to see countries on lockdown and not think that this virus is coming to get us personally, and while the risk to the community is very large, the personal risk to you as an individual is actually quite small.  We just can’t extrapolate the community risk to the personal risk and assume that because the community risk is large, the personal risk is also large.  Finding trusted sources of information on issues like this is really important – so look to places like the World Health Organization, or your healthcare provider. You can look at what the Centers for Disease Control and Prevention is doing as an advisory, but I will say that in general the American government has not been good at detecting, understanding, and reducing risks associated with all kinds of public health threats over the years, and that they it tends to be more reactionary than proactive so I personally don’t necessarily trust that I’m getting all the information I need in a timely manner from them. You can do a simple mental risk analysis and ask yourself if you know of anyone who has been infected with the virus, and if you’ve been in contact with them.  If you have, then there’s definitely more of a reason to worry than if you haven’t. And thirdly, what are the steps you can reasonably take to prevent the spread of the virus?  These are fairly simple – regular, effective handwashing for 20 seconds, not touching your face, and staying away from someone who might be infected.  That’s where the advice to maintain social distance comes into play, and most of what I’m reading says to stay around six feet or two meters from other people when you’re out.  There’s probably not a lot of point in wearing a face mask unless it’s a very high quality one and you’re trained in how to use it and you are disciplined in using it – I was at the hospital the other day picking up some medicine for poison oak and I can’t tell you how many people I saw with masks pushed down around their chins.  Masks are actually mostly designed to keep nasty stuff in rather than out, so they’re designed for sick people to wear so they don’t get other people sick, not for healthy people to wear to keep other people’s germs out.  There are mask shortages as well at the moment so it’s best to save those for people who are on the front lines dealing with real exposure risk. For those of you who are in these situations where you genuinely do have an elevated risk of exposure, my heart goes out to you.  One of the things that seems to happen when we experience symptoms related to anxiety is we feel alone, and like no one else can possibly understand.  But since there are thousands of people experiencing this right now, it’s highly likely that there are very many people who do understand how you’re feeling not only about the exposure, but the fact that this is happening in a situation that you can’t get out of.  One thing you might try is to create a virtual social community for people who are at increased exposure risk using a phone or video conferencing tool so you don’t actually have to be together in the same room.  I’ll put a link in the references to an article about video conferencing providers who are offering free services right now. It could be as simple as you and a colleague sending out an email saying you’ll be on the line at a certain time; if nobody else shows up then you’ll have one other person to talk with, but you might find that many others have been feeling a need for connection like this but didn’t know how to make it happen. When we’re anxious it’s possible that understanding rationally that our actual risk of exposure is fairly low if we have access to adequate protective equipment, but you also need to address the emotional aspect as well which seeks reassurance and solidarity and empathy, so by going at this from both sides you’ll stand the best chance of making it through this with your sanity intact.  In the free workshop we’ll go more deeply into some other tools you can use to create space for yourself when you feel triggered so you can choose a different response, as well as resources to help you have conversations about your fears with your colleagues and your partner that invite them to help you and allow you to offer your support to them.  We’ll also talk about a concept from Buddhism called grasping, which is the idea that we tend to get attached to certain outcomes (like keeping our families safe) that in reality we really can’t control.  Taking steps to stop grasping – even as we continue to take all necessary precautions like handwashing and social distance – can go an enormously long way toward releasing the grip that anxiety has over us. This is really powerful work, and I’m excited to share it with you in the workshop. OK, so that was a lot on anxiety specifically related to the virus.  For those of us who aren’t feeling especially anxious about our risk of exposure, there’s still the anxiety of knowing that while we love our children, we really do better when we spend a significant chunk of the day apart from them.  Even for those of you who have chosen to be stay-at-home-parents, getting out of the house and socializing both with other children and other parents has probably provided a big part of the resources that you use to feel connected and have a purpose beyond that of raising your children, and with that rug pulled out from under you, you too may also feel very isolated.  One thing I really want to underscore here is that I don’t think you need a minute-by-minute schedule that tries to replicate the kind of schedule your child has at school, and when we talk about children more in a minute I’ll also make the case that keeping up on school work is a pretty low priority. But I do think that if your children have been in a very structured environment and will probably be going back to

A few weeks ago we talked with Dr. Brad Klontz about the 'money scripts' that we pass on to our children - perhaps unintentionally - if we fail to examine these and make conscious decisions about the messages we want to convey about money to our children. Today we continue our series on the intersection of parenting and money with a conversation with Dr. Allison Pugh, whose doctoral dissertation (and subsequent book, Longing and Belonging: Parents, Children, and Consumer Culture) remain seminal works in this field even a decade after their publication. In this interview, we take the position that advertising to children is happening - so what do we do with that?  How do children make meaning out of the messages sent to them through our consumerist culture?  How do parents attempt to resist the effects of this culture, and how successful are they? In our next episode in this series we'll dig more deeply into the effects of advertising itself on children's brains, so stay tuned for that!   Book mentioned in the episode Longing and Belonging: Parents, Children, and Consumer Culture (Affiliate link).   Other episodes on this series This episode is the second in a series on the intersection of parenting and money. You can find other episodes in this series: 038: The Opposite of Spoiled 105: How to pass on mental wealth to your child 112: How to Set up a Play Room 115: Reducing the Impact of Advertising to Children 118: Are You Raising Materialistic Kids?   [accordion] [accordion-item title="Click here to read the full transcript"] Jen  01:31 Hello and welcome to the Your Parenting Mojo podcast. Today's episode is part of a series that I'm doing on the Intersection of Childhood and Money. A while back now I interviewed New York Times columnist Ron Lieber, on his book The Opposite of Spoiled and we do use his approach to several topics related to money. But it seemed to me for a while now that there's a lot more to say on this. So more recently, I interviewed Dr. Brad Klontz on his concept of Money Scripts, which are the ideas about money that were passed on to us by our parents and that we will probably pass on to our children as well if we don't critically examine these and potentially make a conscious decision to choose a different path. Another avenue I've been wanting to explore is consumerism since I come from England, which is certainly becoming more Americanized than many other places, but where consumerism still doesn't have the same force that it does here in the US where buying things to express love or because you're feeling sad or just because you feel like it is pretty much considered a birthright. And I spent a lot of time looking for someone to talk with on this topic and finally found our guest today Dr. Allison Pugh. Dr. Pugh is a Professor of Sociology at the University of Virginia whose teaching and research focuses on contemporary work and relationships, and particularly the intertwining of culture, emotions, intimacy and economic life. She's currently a fellow at the University of Southern California in Los Angeles while she writes a book about her research on the automation of work that's historically relied on relationships between people like the caring professions. She wrote the book Longing and Belonging: Parents, Children and Consumer Culture back in 2009, in which she studies how children and parents in both affluent and working class communities in the East Bay Area of California where I live, manage the commercialization of childhood. The book was named by contemporary sociology as one of the 12 most influential books on the family written since 2000 and received several awards. A decade later, it remains the seminal work on this topic. So I'm excited that Dr. Pugh is here today to talk with us and help us think through this important topic. Welcome, Dr. Pugh.   Dr. Pugh 03:26 Thank you so much.   Jen  03:28 All right, so I'd like to start by quoting a few of the very first sentences from the preface of your book. So you say “Ask them straight out and most upper income parents will tell you they don't buy much for their children because they have the ‘right values’. Meanwhile, low income parents will try to convince you they buy quite a bit because they are not ‘in trouble’. Go into their children's bedrooms, however, and you will find many of the same objects Nintendo or Sony gaming system, the collectible cards, the Hello Kitty pencils.” You go on to describe how nine in 10 Americans feel that children today want too many material things. And four out of five parents think Americans overly materialistic society produces over commercialized children. Oh, my goodness. So what are some of the popular reasons why we might think this situation exists?   Dr. Pugh  04:17 Well, the first thing I would say is what is the situation?   Jen  04:19 Yes.   Dr. Pugh  04:20 And the situation is that children have a lot of things and yet Americans are worried about how much children might attach to those things, how much kind of emotional attachment they might feel towards material things. And those two, that's why I'm saying that, I'm describing that situation using those two things. They both have the things and Americans are worried about their feelings toward those things. That's the situation we're describing. And why do we have that situation? One issue is the kind of massive influence of consumer culture on Americans generally, not just children but children and adults, and that's why children have those things. And then the question about like, or the issue about how Americans are worried about how children feel about those things, that's a different issue. And that reflects our ambivalence towards consumer culture. As a culture, we both embrace it and we are worried about it. We are concerned about its impact on our own lives. And we express that concern with our concern around children. That's what I would say, kind of writ large. Now, the question about like popular reasons why people think children might be materialistic. That is, you know, people are sure that children are just glued to the TV or to their screens and then very susceptible to the advertising that's they're more susceptible than they see themselves as being. That would be like the number one reason why people are afraid that children are too materialistic. Another thing that you hear sometimes popular reasons would be people are pretty sure that other people, other parents are less able to control themselves than they themselves are. So they're pretty sure that other parents are, you know, kind of opening the spigot and just letting kids have whatever they ask. And then there's often a lot of generational critique, like, oh, kids today, you know, that would be another kind of popular reason why people are afraid. They're like, oh, kids today, they're more materialistic. They're more screen-focused, they're more obsessed with stuff, you know, that kind of thing. So those are three potential reasons why people—those are reasons you hear batted about, like, why kids, they have so much and be maybe too attached to those things.   Jen  06:45 It's like we're caught in a really difficult bind here, isn't it? We want the convenience of being able to make one click and buy something on Amazon that shows up tomorrow, whenever we feel like it. But at the same time, we're so worried about what this means for our children's futures. It's a very difficult position to be in for parents, I think.   Dr. Pugh  07:04 Yes, I agree. And, yeah, my overall kind of conclusion from all the years of research that I did and talking to people about this subject after is that, you know, the overarching conclusion I would want people to walk away with is something like, you know, be aware that children live in the same culture that you do.   Jen  07:25 They do?   Dr. Pugh  07:28 And whatever you're worried about for your children, kind of look at your own self, and what is the kind of modeling that you are doing? That's kind of the main thing that I come away with.   Jen  07:42 Yeah. Okay. All right. Thanks for giving that away early on.   Jen  07:46 And so you'd mentioned advertising, and I know that advertisements geared towards children isn't a big focus of yours. And so I'm hoping to do a follow up episode on that with somebody else who does really focus on this, but I wonder if you could just tell us briefly before we move on, why do you take a different view on this topic?   Dr. Pugh  08:02 Right. Well, it's not that I don't think advertising is important. Advertising is very important. I’m not, you know, kind of discounting the findings of many, many psychologists and experimental scientists that find that, you know, you show children an ad in an experimental situation in a lab, and then they turn out they want it more later or, you know, like there's a lot, not to mention all the corporate research finding efficacy, you know, they spent billions of dollars on advertising to children, and they're not doing it for their health. They’re doing it because they believe it to be effective. So it's not that I'm saying advertising is not effective. For me, I was less interested in tracking the effectiveness of advertising than I was in kind of how children what's the meaning children make of the stuff in their lives when they're out in the real world? What does it mean to them? And so the reason why I didn't focus on the advertising is because I kind of made it a constant. I just assumed all kids are exposed to advertising to some degree. And I did this at a time when I myself had three young children ranging in age from about, I think it was about three to 10. And my kids, you know, we don't have a TV, you know, like all these things, I was doing all these things to, I thought shelter my children from advertising.   Jen  09:26 As a good middle class parent does.   Dr. Pugh  09:29 You know, doing my best. And then they're in school or just walking around, like they swim in this water just like we do. So, even if you're doing some things, to keep them what you think sheltered or protected from advertising culture or consumer culture, they get it anyway from a whole bunch of other sources. And so that was part of the thinking that like, you know, advertising is everywhere. But that's not the end of the conversation. That's the beginning of a conversation like, given that advertising is everywhere, what do we know then? What's next about what to know about the meaning that children make from stuff? That's where I started. I wasn't controlling the effect of advertising because I didn't perceive that that was very possible. I was just like, okay, assuming advertising is everywhere, what next?   Jen  10:24 Yeah. And so that takes us nicely to one of the key themes in your book, I think, which is the balance of needing to fit in, but also not be too different from people. So you want to be different enough to express your individuality, which is why you need Nike sneakers, right? The right logo on the side. So you have to fit in, but you also have to show your individuality. And of course, this exists both on the part of the children that you studied, as well as on the parents’ memories of their own childhoods and whether or not I as a parent felt like I fit in as a child really can have some profound impacts on how I want to raise my child. And so I'm curious, what can you tell us about the differences that you notice that were important to children and parents?   Dr. Pugh  11:05 Mm-hmm. Well, one thing I want to emphasize a little bit differently, put a slightly different emphasis on what you are saying, which is I found that everyone, I would say, was concerned about fitting in. And the concern about individuality seemed, I'd say, of course, that's going to vary by temperament. So some kids are more concerned with that, but really, that was coming from the parents. So the kids were much more interested in belonging. And that's why I came up with that title. That title says it all.   Jen  11:39 Yeah, longing and belonging.   Dr. Pugh  11:43 What's the meaning? If the question is what is the meaning that kids make of the stuff in their lives? The answer is belonging. And that's actually a really different thing than a lot of research I found thinks the existing research is like thinking about status and how to be better than, you know, the better than your neighbor or your, you know, in a hierarchy. And actually, the kids and I remember, you know, I sat with kids for three years.   Jen  12:16 You knew these kids really well.   Dr. Pugh 12:17 I knew them really well.There were three different locations that varied essentially by class. There was a kind of wealthy public school, a private school, and then a low income public school setting. And each of these the kids are using the meaning of the goods and the kind of services that they could buy or that the parents were buying to belong more than to assert their dominance. So it was like I kept seeing again and again, you know, kids sitting around going, you know, I have a Gameboy, which I realized is a rather outdated reference, so, whatever they're talking about today. I have a Gameboy and then someone else would say, well, I have a We or something they would try and trump it. They would instead say, well, I have a Gameboy. Yeah, I have one too. Yeah, I have one too. And it was like, I have one too or I've done that too, was much more prevalent and much more prominent in the conversations that I was witnessing over three years. Then, well, that's for losers and really everyone should have this or whatever, you know. Now, that's the kids’ world that I was witnessing. And that was a surprise to me, because I had been kind of prepped by the culture, I think the Mean Girls trope, you know, the obsession with status that is a lot of popular culture as well as the existing research. But then you talk to the parents. So I also interviewed parents of the children that I was observing in each location, and the parents were worried like about belonging also. But they were also worried about their kids’ individuality or I should say the affluent parents in particular were most focused on their kids’ individuality in ways that the children were less so. And I can talk more about that, because that's tied into all sorts of other things about parenting, but those things I found in their consumer.   Jen  14:19 And I think from the affluent parents’ side, that sort of, I'm thinking ahead to the college years and the getting into college years, and you've sort of got to show that your kid is different from the other 50,000 kids who are applying to Harvard, right? Is that a big part of the difference aspect?   Dr. Pugh  14:34 Isn’t that interesting? So I think that's true. But it's mediated through a kind of generalized parenting style of, you know, intensive concerted cultivation that I think you may have talked about before on the podcast. So Annette Lareau’s really important work diagnosing what middle class and above parents are trying to do, this concerted cultivation is figure out how your kids are unique individuals and then cultivate the things that they are going to make them particularly special that are their particular passions. That's something that starts at very young, will say toddlers, and I think is powered by, in my opinion by rising inequality and the higher stakes of getting into college and which colleges, the college race.   Jen  15:27 Yup. So you mentioned Dr. Annette Lareau’s work there, and yeah, we have mentioned that on the podcast before and the term concerted cultivation is one that she used to describe how parents used organized activities and I guess consumption as well to foster their child's talents and I'm going to quote you on this that you said,“From the perspective of upper income parents knowing children's desires was also part of caring well, of listening, empathizing and reflecting back to their children their true natures, so they grew to know and love themselves. Upper income parents sought to understand their children’s individuals including their desires as part of diagnosing their individual strengths and weaknesses, the central task of every upper income caregiver before commencing on the path of concerted cultivation, plumbing the depths of children's desires was good parenting.” And I have to say, I'm gonna go out on a limb here, this statement made me really feel kind of uncomfortable, because I see so much of myself and my daughter in it. And there's a lot kind of going on in my personal life right now that I'm struggling with or related to not really knowing myself and I talked to Dr. Carol Gilligan recently about how patriarchy causes women to not really truly know and to use their true voice and men not to know and express their true feelings. And so I do want to help my daughter to know herself and to express herself from a very young age and we plan to homeschool and so we're going to have the time and space for her to really know her own strengths and weaknesses. And kind of in a way cultivate herself and I think and hope this will help her to live a fulfilling life. But I also see Dr. Lareau is arguing I'm essentially preparing her to function as an upper middle class White person in society. And of course, the reason I'm able to do this is because I have economic privilege. And so what I'm trying to tease out here is, is it wrong of me to do it in some way?   Jen  17:12 It's okay to say yes.   Dr. Pugh  17:15 I completely empathize with it. And I have a kind of two part answer.   Jen  17:20 Okay.   Dr. Pugh  17:21 The first is that what you're describing is kind of seeing another person with positive regard and reflecting that person back to her or him, you know, the child, that's part of good parenting. That’s part of good caring on some level, like even the psychologists with their analysis of infant caregiver relations will tell you that that this is mirroring. And that's part of good care. So on the most fundamental level, the answer is no, no, it's not wrong. The problem is when it gets kind of activated as entitlement, and that's the direction in which our culture is going. So there's really great work after Lareau, which was published, you know, 15 years ago or more. There's really great work showing that kids of middle class versus kids of working class or poor backgrounds, take that the streets you could say that they derive from being seen so regularly and so typically by their parents, and take it into the classroom and customize the classroom to their needs, in ways that accentuate the advantages that they have. You know, it's not just their parents speak more vocabulary to them or that they have more books in the home, but that they assume that they can customize...

In this thought-provoking discussion, scholar Carol Gilligan, an expert on patriarchy's impact on parenting, joins listener Brian Stout, who is dedicated to dismantling these systems. They explore how patriarchy represses emotional expression in boys while silencing girls, revealing its detrimental effects on personal identity. The conversation highlights creative ways to raise children outside rigid gender norms and emphasizes the role of open communication in fostering healthy emotional development. Join them in uncovering paths toward dismantling these entrenched societal structures.