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Abstract

Mothers' beliefs about the role of parents and of teachers in the child's acquisition of knowledge in five domains were investigated in a sample of families from Tanzania and from the United States. Tanzanian and US mothers differed in their views of the importance of parents and teachers in the child's acquisition of language, sociopolitical, and historical knowledge, but not in the domains of science or mathematics knowledge. These differences were linked in predictable ways to the cultural traditions of the two countries. Teacher ratings of children's classroom behaviours were also examined across cultures and in relation to mothers' beliefs. Tanzanian children were rated as more dependent than the US children were, and as less independent, creative, and intelligent. United States and Tanzanian mothers' beliefs about the teachers' role in children's historical knowledge showed the most consistent relationship to children's classroom behaviours. For Tanzanian children's classroom behaviour, several other maternal beliefs were related to classroom ratings in addition to beliefs relative to the acquisition of historical knowledge.

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Tanzanian and United States Mothers' Beliefs about Parents' and Teachers' Roles in Children's Knowledge Acquisition

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