Gendered and transactional relationships: Children's experiences of being parented and perspectives on their relationships with their parents in Uganda

Abstract

Background

Positive parent-child engagement is crucial for children's well-being and social development, yet perceptions of parenting practices vary among children.

Objective

This study explored Ugandan children's perspectives on parenting, focusing on their experiences and views regarding corporal punishment, parental relationships, and gender roles.

Participants and setting

Qualitative data were collected from 20 children aged 10–14 years in Uganda, through in-depth interviews.

Methods

Thematic analysis was employed to analyze data, identifying key themes related to children's perceptions of parenting practices, including corporal punishment, parental roles, and interactions.

Findings

Thematic analysis found that children's views on corporal punishment were contradictory, with some describing it as unjustified and detrimental to their well-being, and others perceiving it as an important aspect of parenting that ensured the child had “good morals” and adhered to social norms. Parental relationships with children were largely transactional, with conversations often centered on practical matters such as schooling and health, particularly led by fathers. Few children emphasized the importance of affection and quality interaction. Children, especially boys, experienced greater freedom in non-stereotypical gender roles. Witnessing parental conflict was emotionally challenging for children, impacting their perception of family life.

Conclusion

Whilst policy and legislation in Uganda aims to restrict corporal punishment, the intended primary beneficiaries – children, perceive it differently, some endorsing its role in moral upbringing. Parental relationships are transactional and reinforce gendered socialization. These findings highlight complex issues for parenting interventions, and underscore the need for practices that align with children's perceptions and emotional well-being.

Implications for practice

Interventions should consider children's perspectives on discipline and parenting roles, and promote non-violent disciplinary strategies and enhance emotional communication within families to foster healthier parent-child relationships.