Intergenerational transmission of parenting roles in the context of social learning theory

This study aims to examine how parenting roles are learned and transmitted across generations within the framework of social learning theory. The discipline of social work not only observes intergenerational transmission across different social groups but also seeks to reduce the effects of disadvantage and past traumas while promoting individuals’ well-being and empowerment. In this context, the study was conducted using a qualitative research design and a purposive sampling method. Structured interviews were carried out with 30 parents (15 mothers and 15 fathers) selected from among 56 participants who had children under the age of 18. The data obtained were coded under three main themes using the MAXQDA 2024 program: Parenting Perception, Intergenerational Transmission, and Social and Cultural Factors. Descriptive analysis revealed that participants defined parenting through values such as love, attention, empathy, and responsibility, along with discipline and setting boundaries. It was also found that motherhood and fatherhood roles were expressed sometimes through traditional gender norms and sometimes through a more democratic and shared understanding. Furthermore, parenting roles were identified not as purely instinctive but as practices learned from family-of-origin experiences and reshaped through conscious choices. Social norms, elders, social environments, and modern sources of information were also found to have significant influences on parenting attitudes. The findings reveal the connection between parenting and the social, cultural and intergenerational learning process, revealing the importance of social learning for social work.