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Son and daughter metaphorical expressions are common in general as well as technical languages. This study explores the similarities and differences between English and Arabic ibn (son) and bint (daughter) expressions, and the difficulties that student-translators have with them. A corpus of English and Arabic general ibn (son) and bint (daughter) expressions (daughters of Eve, daughter of invention, son of Adam, son of a biscuit, son of a gun) and another corpus of specialized expressions (son of Minos, daughter board, daughter activity) were collected, analyzed and compared. It was found that ibn (son) and bint (daughter) expressions fall into 4 categories: (i) those that are identical in form and meaning in both languages (daughters of Eve, son of Adam); (ii) those that are similar in meaning but differ in wording (step-daughter); (iii) those that exist in English, but have no equivalents in Arabic (daughter of Sappho); and (iv) those that exist in Arabic but have no equivalents in English (daughter of Yemen, i.e., coffee). Specialized expressions used in medicine, computers, business and others are exact translations in both languages (daughter company, daughter cyst, daughter isotope). Student-translators could translate fewer than 13% of the Arabic test items and 12% of the English test items correctly and left 75% blank. Son and daughter expressions similar in both languages were easy to translate (like mother like daughter), whereas opaque ones [Arabic characters omitted], culture-specific ones [Arabic characters omitted] and those requiring a specialized background knowledge were difficult (daughter board). Extraneous translation, paraphrase, Literal translation, use of synonyms, transliteration of Arabic words, partial translation, and giving the same translation for different expressions were the most common strategies. Translation difficulties are due to semantic and syntactic problems that the students have. Results and recommendations are given in detail.

This is a report from the field, where an immigrant mother journaled about her Yemeni American daughters (ages 7 and 13, born and raised in the U.S.) visiting museums for the first time. Her diary documented how mother-child and sibling interactions in museum education contributed to building cognitive and affective skills required for academic success in formal schooling. Her diary entries included: (1) anecdotal observations, (2) interviews of her daughters and her immigrant father, and (3) reflective and photographic journaling. Her daughters' journaling and photo documentations further supported their mother's entries. Vygotsky's sociocultural theory is the conceptual framework for this project. The mother promoted her daughters' immigrant identity via visits to museums and activities related to the museum and the family's immigrant identity offered before, during, and after the museum visits. The project culminated with her daughters creating their unique family museum and dramatizing as docents. We recommend: (1) museum-related interactive literacy activities, and (2) creating and dramatizing a family museum. We buttress these recommendations with research, Vygotsky's theory, and our evidence-based practice. We conclude that the daughters demonstrated the cognitive and affective skills required for academic success in formal schooling while simultaneously developing their immigrant identity. We suggest replicating this project to promote immigrant identity among other cultural groups. We lastly present an educational case study of the grandfather's immigrant experiences in the appendix.

Black fathers and daughters are the least explored relationship within parent-child and STEM research. This article serves as an examination of the literature around their relationships and STEM learning and as a call to action. Intersectionality, as an analytic lens, examines Black fathers' familial and STEM relationships over time and Black women's and girls' (BWG's) interest and competence in STEM, as well as how systemic factors of gendered racism, classism, and oppression impacted BWG's aspirations in STEM, computing, and mathematics fields. Data yielded 29 publications addressing Black fathers and daughters in STEM, their relationships, and BWG's interest and competence in STEM, computing, and mathematics learning. Findings reveal that Black fathers' roles in their daughter's STEM lives helps develop positive representations of themselves and their cultural backgrounds. This acknowledgement produces a new level of understanding of Black fathers and girls' engagement in informal and formal STEM learning environments.

We used the psychosociocultural framework to conceptualize, analyze, and narrate the perceptions of 10 Latina women about their mothers' influence and role on their educational persistence in higher education. The Latina undergraduates were upper-division students who were of Mexican descent and sought educational success. To make meaning of the Latina women's narratives, we implemented a multi-step content analysis of the qualitative data yielding five meta-themes: (1) "Home Assumptions," (2) "Para Honrar los Sacrificios de Ella," (3) "Mujer Poderosa," (4) "Tener Exito," and (5) "New Story of What it Means to be Latina Women in Higher Education." The findings emphasized Latina mothers' powerful role and salient influence on their daughter's notion of themselves as Latina women in education. The Latina women shared how their mothers held expectations, provided support, made sacrifices for the family, desired excellence, and engaged at all costs with their daughters' success in mind.

We -- as daughter and mother -- offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth -- the belief that Asian Americans have "made it" despite obstacles -- to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersectionality and the interwoven nature of racialization, gendering, and disablement. Using collaborative storying, we showcase our (un)learning and (re)learning about normativity, identities, and belonging with and from each other as dialogic and reciprocal. Although both of our voices contribute to this dialogic storytelling, this paper centers on the stories of the first author -- as a neurodiverse 15-year-old youth -- as there is much we can learn from listening to our disabled youth of color and their resistance practices.

Background: Children can internalise social and parental gender stereotypes and this may influence their perceived motor competence (PMC). This study aimed to examine the association between father and daughter gender-stereotyped attitudes/beliefs and girls' PMC. Methods: Girls (N = 68, M[subscript age]= 8.9 years, SD = 1.7) and their fathers were recruited at baseline from a physical activity intervention. Girls' PMC was assessed using the pictorial scale of Perceived Movement Skill Competence. Gender-stereotyped attitudes/beliefs of girls and fathers were assessed using the Occupation, Activity, and Trait - Attitude/Personal instrument. The girls' questions were interviewer administered to ensure comprehension, whilst fathers completed an online survey. Correlations were calculated, followed by linear regressions adjusted for girls' age and fathers' education. Regression models were used to investigate associations between father-daughter gender-stereotyped attitudes/beliefs, and whether these attitudes/beliefs were associated with girls' perceptions of their object control/locomotor, active play, and overall skill competence. Results: Girls' gender-stereotyped attitudes negatively correlated with overall PMC, r(60) = -0.36, p = 0.004, and object control perception, r(60) = -0.36, p = 0.004. These associations remained evident in linear regression analysis. No other associations were found. Conclusions: Girls with more gender-stereotyped attitudes have lower motor skill perceptions, which may impact negatively on physical activity and sport participation. Future interventions aimed at reducing sociocultural gender stereotypes in children may improve girls' motor skill perception and positively impact physical activity.

Based on the first wave of the China Education Panel Survey, this study aims to test two competing mechanisms including son preference and meritocracy of leading to parents' expectations of and investment in their children's education. This article presents a general portrayal of academic performance among rural boys and girls. The findings depict a general pattern of parents' investment: parents are more likely to invest in their daughters than sons, and fathers have a higher educational expectation of daughters. The influence of sibling numbers and 'having a brother(s) or not' on parents' educational expectations and investment is similar for rural boys and girls. Fathers' educational expectations are mainly based on the academic performance of their children (meritocracy) while mothers' are more closely related to children's gender. Son preference as a cultural characteristic remains influential in rural regions, although it is not as powerful as before and a trend towards egalitarianism is emerging.

A complex dynamic systems perspective was applied to explore how mother and child mutually shape interpersonal coordination. Applying a microanalytic design, this study examined the moment-to-moment interaction behavior of 39 Dutch mothers and their three- and four-year-old children (53.8% girls, predominantly White) during a collaboration task. Fine-grained time-series data were extracted about the verbal, affective, and body movement modalities. "Research Findings:" Cross-recurrence quantification analysis showed that mothers and children were coupled within all three modalities. Recurrent behaviors were found with varying delays, spanning from the immediate to the entire length of the interaction. Many of the interactions were characterized by a certain degree of patternedness, whereby the amount of patternedness varied substantially between dyads. Measures of interpersonal coordination were not associated between modalities. "Practice or Policy:" Next to the content of interaction behavior (e.g., what a parent actually says), practitioners should also consider how behaviors of a mother and her child vary together. Thereby, an appraisal of the caregiver--child relationship should not merely focus on caregiving behavior, but acknowledge the active and autonomous involvement of the child. It remains to be investigated how different patterns of interpersonal coordination may serve as a diagnostic marker of (mal)adaptive child development.

The empirical link between children's cognitive ability and parental risk attitudes has been understudied. Specifically, an individual's educational outcome may reflect the decisions made on their behalf by parents, reflecting their risk attitudes. This paper aims to fill gaps in the existing literature by investigating whether parental risk preferences influence the cognitive ability of children in Indonesia. Using a dataset from the fifth wave of the Indonesia Family Life Survey (IFLS-5), we find an inverse relation between parental risk aversion and children's cognitive test scores. However, the effect of parental risk attitudes is only prominent for daughters.

The influential role of familía remains a crucial aspect to understand Latinxs' success in postsecondary schooling. Rather than relying on a deficit lens, this study employs an asset-based lens to gain insight into the paternal influence that assists Latinas' persistence to degree attainment in engineering. More specifically, this study examines the crucial role that fathers play in the familía as it pertains to Latina persistence in engineering programs. A conceptual framework of Community Cultural Wealth and Latinx Cultural Pedagogics undergird this case study. The themes that emerged from data analysis include (a) Fathers Living Vicariously Through Their Daughters, (b) Fathers Serving as Career Role Models and (c) Fathers Providing Unconditional Support. The authors also offer recommendations for future research.

We explore discourses about social emotional learning (SEL) and trauma-informed practices (TIP) as school interventions in response to resistance from students and guardians. We analyze an illustrative example and one data source that casts light on the deficit impact of SEL and TIP discourses on both teacher/school practices and children and guardian experiences in navigating such discourses. Resistance is explored and ultimately defended in the context of the interventions being enacted upon the children/youth and as a literacy of survivance for children/youth with traumatized histories, along with the guardians who advocate for and shield them from such interventions.

A sizeable literature -- spanning education, sociology and economics -- has investigated the issue of parental school preferences and school choice. A notable gap in the existing evidence base is an exploration of how such preferences differ between mothers and fathers. We present new cross-national findings on this matter, drawing on survey data collected from more than 300,000 parents across 25 countries. Our findings suggest that mothers rate the school environment -- whether the school is safe and has a pleasant atmosphere -- to be more important than fathers. Differences are also observed with respect to the school's reputation and whether it has a high level of achievement. Clearer evidence of such differences emerges for industrialised Western nations than for countries that are not members of the OECD. In most countries, mothers' and fathers' preferences do not vary substantially between sons and daughters.

This collaborative autoethnography explores the intersection of heritage language (HL) maintenance, emotion, and identity from the perspectives of a mother and her 15-year-old daughter learning and maintaining Korean in the United States. The analysis of their narratives concerning critical emotional experiences relevant to HL maintenance reveals that their complex emotional experiences were guided by a feeling rule: Be evincive of a desire for HL maintenance. Both of them engaged in emotion labor by demonstrating their continuous desire for HL maintenance and masking other felt emotions such as anxiety, shame, guilt, and regret. The results also demonstrate that complying with the feeling rule (for immigrant families) goes beyond emotional expressions--it entails self-fulfillment and social recognition. The mother's desire for establishing her identity as a good (Korean) mother by fulfilling her gendered responsibility of maintaining the HL bolstered her desire for her daughter's Korean language maintenance. The daughter's desire for meeting expectations of others via learning Korean increased her desire for developing bilingual skills, through which she moved away from a racialized and stereotyped Asian image to construct an image of a cool kid with bilingual skills. The article ends with implications for immigrant families' emotional well-being and further research on HL maintenance.

This study investigated parental involvement in five Korean American families where there was evidence of successful heritage language (HL) maintenance in the second generation. The data in the current study were drawn from interviews of five Korean women who were first-generation immigrants to the U.S. and their daughters who were raised in the U.S. for most or all of their lives and were able to successfully acquire a high degree of competence in their HL. The data were analyzed for evidence of parental involvement in the children's HL education, which was categorised according to Grolnick and Slowiaczek's (1994, 'Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model.' "Child Development" 65: 237-252. doi:10.1111/j.1467-8624.1994.tb00747.x.) framework. The findings demonstrate that parental involvement in HL education was wide-ranging, taking the form of behavioural involvement (for example, speaking Korean at the home, teaching Korean to their children, watching Korean television shows with their children), cognitive-intellectual involvement (for example, exposing their children to formal Korean language instruction), and personal involvement (for example, explicitly expressing positive attitudes toward the Korean language and culture, expressing high expectations for their children's Korean language competence).

This qualitative study employs a Bourdieusian framework to explore how urban middle-class parents in Pakistan support their daughters' education while transmitting cultural capital. Parents emphasize "talim-o-tarbiyat," referring to education and nurturing. I argue that, owing to the availability of educational resources and the recognition of the cultural capital conferred by Western qualifications, middle-class, educated urban parents choose Western education as "talim." Additionally, "Tarbiyat" motivates their aspirations for their daughter's education with specific cognitive references, notably "Ashraaf" values. Through boundary work and concerted cultivation, they reproduce cultural capital, influencing career choices and networks. Nevertheless, educated working women, experiencing a transformation of their habitus, foster new cognitive and social structures for themselves and their daughters. The study identifies desirable cultural capital, suggesting future research on exploring the conversion strategies of educated women's capital by considering diverse sociocultural factors that intersect with gender dynamics within both private and public spheres.

This article seeks to engage the often-overlooked voices of mothers and daughters in the face of patriarchal dominance. Conversations between mothers and daughters are important spaces for the exploration of faith experiences and provide transformative power. Through these conversations, the practice of story-linking comes to life, enabling re-listening to and re-telling Christian faith stories in the Bible entrenched in church tradition. This endeavor promotes a life-affirming approach to transformative learning. Reflecting on these conversations, this study contributes to Christian religious education within the family context, casting ripples of transformation throughout the church and society.

This study evaluated the effect of the Dads And Daughters Exercising and Empowered (DADEE) program on daughters' social-emotional well-being when delivered by trained facilitators. Fathers (n = 158; M[subscript age] = 41.95 ± 5.32 years; 86% Australian born) and daughters (n = 193; M[subscript age] = 8.35 ± 1.85 years) from Newcastle, New South Wales, Australia, were randomized into: (1) the DADEE intervention; or (2) a wait-list control. At baseline and 3 months, fathers, daughters, and mothers completed validated scales of daughters' social-emotional well-being (main outcome of interest), daughters' self-esteem, and other family-related outcomes. Intervention daughters improved their social-emotional well-being from father and mother perspectives compared to the control group (d = 0.51-0.64). Intervention effects were observed for the father-daughter relationship, indicators of father involvement, fathering warmth, coparenting, and family-related well-being, but not daughters' self-reported self-esteem and family-related well-being.

Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children's independence. Mothers wished their children's differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.

Background/Context: Leah Boveda, a sophomore at Brown University, collaborated with her mother--Mildred Boveda, an intersectional studies scholar situated in special education and teacher education--to make sense of her high school community activism in Arizona. They retrace how Leah's experiences eventually shaped her understandings of and participation in adult-centered conversations about critical race theory bans. This daughter-mother authorial team offers lessons learned from Leah's youth mobilizations and how they may inform education research about youth activists of color. Research Design: Using an "intersectionally conscious, collaborative approach" and a "daughtering" analytical framing, the authors revisited Leah's high school youth activism. In addition to their memories, they returned to written documents, such as a 2019 interview between Leah and a correspondent at "The New York Times," her notes from a 5-minute speech presented at a CRT summit, and shared files for a panel presentation that Leah gave as an assistant "faculty" member for the July 2021 CRT Summer School. The authors consider how Leah's youth mobilization may inform how adults--whether educators, researchers, or policymakers--engage youths of color in the CRT debates. Conclusions/Recommendations: The authors analyzed how the adults Leah collaborated with engaged youth voice, including at events where student perspectives about CRT bans were invited. In her daughtering role, Leah both appreciated and pushed the nurturing adults in her life. The authorial team unveils how youth activists of color must deal with not only racialized oppression, but also the pressure to achieve proximity to adults in order to be heard and respected.

The process of getting an autism diagnosis can be a stressful and uncertain time for families. While the experiences of parents seeking an autism diagnosis for their child have been explored in previous research, the experiences of families with a daughter have been underrepresented. It is likely that their experience is markedly different given that females are often misdiagnosed and/or are diagnosed at a later age. Semi-structured interviews were conducted with six families, and interpretative phenomenological analysis was used along with member checks to derive themes from the participants' narratives. Three superordinate themes emerged from the analysis: 'Something's not right' consisted of narratives describing the process of getting their daughter diagnosed and 'So many barriers' captured the factors that delayed assessment and diagnosis. Finally, the third theme 'I wanted to just get this process done and dusted' explored the range of emotions experienced by families during the assessment process. The importance of challenging outdated conceptualisations of autism and providing further training to increase health professionals' confidence when diagnosing autistic females is emphasised, as well as recognising that families may experience a range of emotions during the assessment and diagnostic process, including positive ones.

As educational opportunities for women and girls expanded in the Victorian and Edwardian periods, science and domestic subjects were increasingly linked. This article draws upon research from the history of education and women's history to examine how schools contributed to contemporary constructions of housework. It takes two case studies: the North London Collegiate School and Manchester High School for Girls. Both were new day schools for the daughters of the professional middle classes and faced the challenge of designing an appropriate course of study for future ladies. This article argues that these schools drew on the perceived relationship between science and domestic subjects to form their own conceptualisation of housework as an intellectual activity. Practical work in science and domestic subjects was central to this representation, as the schools acknowledged the realities of running a middle-class household. This conceptualisation of practical, intellectual housework aligned with the interests of female students and staff.

Through a comparative analysis of policy texts from UN organisations and scholarly work since the 1990s this paper examines how mothers are portrayed in simplistic terms, as educated thus beneficial for their daughters' schooling, or deprived of education causing detriment to their daughters' future prospects. Drawing on semi-structured interviews with mothers from rural Pakistan, these global comparisons are brought into conversation with local narratives showing how mothers' aspirations facilitate daughters' educational opportunities. It is argued that mothers' subjectivities have a potential to inform global policy discourses for investigating the aspirational and transformational potential of mothers in contexts of material and social constraint. The paper proposes an informed approach to educational research and policy making which seeks to understand the processes surrounding mothers' support for their daughters' education.

Social categories are often defined by the boundaries that they form between individuals. However, many social structures describe "complementary" relationships between individuals, defining both the power that we hold over others and our obligations to them and vice versa. In two studies conducted in the U.S., we investigated a sample of primarily white, middle class children's intuitions about social roles at ages 4, 5, and 6. In Experiment 1, participants were presented with two informants, one dominant (e.g., a mother) and one subordinate (e.g., a daughter). The informants gave conflicting instructions, and children determined whose instructions should be followed and which informant had more social power. Five- and 6-year-olds, but not 4 -year-olds, used social roles to determine which instructions should be followed, and children in all age groups selected the dominant informant as someone who held social power. In Experiment 2, we explored the breadth of this effect by having the same informants present conflicting information about food. Five- and 6-year-old participants trusted claims made by a dominant informant, but 4-year-olds did not prioritize claims made by either informant. At the same time, when asked who they would approach to learn about a new food, children did not prefer either informant. Together, these findings suggest that children's understanding of hierarchical social roles emerges at a young age, changes over time, and influences their judgments in nuanced ways.

The transformational power of education is considered crucial to improving life outcomes. However, girls in rural India often still face barriers to learning. The literature notes economic and socio-cultural barriers to girls' education which both mediate, and are affected by, parental aspirations. This research explored the aspirations for girls' education of members of a grassroots microfinance organisation in rural Bihar through one-on-one interviews and focus group discussions. Economic factors, such as increased awareness of employment opportunities and changing financial situations enabled mothers to act on their pre-existing aspirations for daughters' education, supported by shifts in the requirement of higher levels of education for marriage. Mothers also emphasised the potential for education to enhance their daughters' wellbeing as influencing their aspirations. Therefore, policymakers must prioritise education that has a socially transformative agenda, as well as providing support to tackle economic and socio-cultural barriers to girls' education.

This article adopts a gendered take on Family Language Policy (FLP) by questioning the way that gender impacts on the issues faced by refugee woman during and after flight. For this reason, the ethnographically informed research addresses the concerns and experiences of mothers and daughters in the Somali community in Bristol, one of the fastest growing communities in the city but one that remains a 'neglected social group … everywhere present but in many ways invisible' (Wallace & Kahin [2017]. "Somali parents and schooling in Britain" (p. 1). UCL Institute of Education Press.), with little known about their experiences on or after arrival (Warfa et al. [2006]. Post-migration geographical mobility, mental health and health service utilisation among Somali refugees in the UK: A qualitative study. "Health & Place," 12(4), 503-515.). The study of FLP not only contributes to our understanding of the processes of language shift and change, it also sheds light on broader language policy issues at societal levels. Analysis suggests that it is principally mothers who take on the demanding, yet invisible work of FLP in the home and that mis-matched fluency between mothers and daughters results in a fracturing of family relations with the potential for long-term emotional repercussions. The findings have implications for educational and public sector organisations involving immigrant communities.

Purpose: This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s--Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling. Design/methodology/approach: The biographical sketches of the women, defined as "elite" by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women. Findings: The paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed -- private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls' secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the "machinery of exclusiveness which characterised the inter-war years" (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century. Originality/value: Beyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.

This paper provides novel evidence on how a sharp increase in labor force participation among older women affects the provision of informal care to their older parents. Based on data from Understanding Society -- The UK Household Longitudinal Study, we use an instrumental variable approach that exploits a unique reform that increased the female State Pension age by up to six years. Our results provide evidence of a trade-off between the intensive margin of work and informal care provided outside the household: an increase of 10 hours of work per week reduces the provision of informal care by 2.1 hours a week, which amounts to roughly £2,100 of yearly care-hours lost. This reduction in caregiving is largest among women working in physically or psychosocially demanding jobs, and "sandwich generation" women who have both a living grandchild and a parent alive. Using data from the English Longitudinal Study of Ageing, we show that older parents whose daughters became ineligible to claim their pensions experienced a significant reduction in the amount of care they receive from their daughters, which was not compensated by an increase in formal care or other sources of support. Our results suggest that policies that increase older workers' labor supply require changes in long-term care policy that compensate for the loss of informal care.

This case study examines the co-authoring of unboxing videos by one six-year-old, second-generation Brazilian immigrant child and her mother in the United States. These videos were created in response to boxes filled with gifts they received yearly from relatives in Brazil. To understand this mother-daughter dyad and their video production, this study draws on metaphors of mobility, the logics of reciprocity and obligation in gift-exchange, and the concept of care constellations. The analysis of interviews, field notes, and unboxing videos identified specific routes, rhythms, and frictions that fueled this family digital literacy practice. It also suggested that participants were implicated in a pattern of caregiving through a transnational cycle of gift-exchange. These findings disrupt typical framings of the unboxing genre as a manifestation of U.S. capitalist ethos and foreground the material and discursive production of care in a transnational family's digital literacy practice.

This paper shares the stories of Latina mothers and daughters as they participarted in Somos Escritoras, a creative space, that invites them to write and perform stories from their lived experiences. At workshops, girls and their mothers crafted writing and created artwork that examines and critiques the many ways to express and define themselves. Findings highlight the ways that mothers and daughters engaged in "literacies of convivencia," [communalism], through the crafting and sharing of intergenerational stories, knowledges, and histories to cultivate a community of writers authoring their lives as mujeres/chicas on their own terms.

This study aims to explore Turkish young women's family triangulation experiences. The phenomenological research design of the qualitative tradition was utilized. The sample of the study comprised 10 Turkish young women who were selected through convenience sampling. During the data collection, semi-structured interviews were preferred. Data analysis were also conducted via content analysis. Participants reported "insufficient problem/conflict solving ability" of their parents. Holding a parental role, defending the one parent as participants perceive he/she is weak, and feeling caught in the middle were the factors in relation to "mediating pattern." The theme refers to the triangulation pattern that offspring is closer to either of parents than they are to each other. A number of participants described the children and fathers in their own families as "scapegoats" means a pulled out or outsider position in a triangular relationship. "Coalitions" were one of the most frequently reported theme and mainly indicated taking sides or alliances between three (offspring and parents). Triangulated children expressed anger, emotionally distant and disappointment toward their parents as they play a mediating role during the conflicts. Only one participant was able to act without dragging into conflicts and maintained a "balanced position" of triangulation. Moreover, all findings of the current study were briefly discussed in the context of the "value of children" theme as it is the fact that material/economic expectations of parents sharply decrease, and emotional expectations increase from children in Turkish culture.

Parents are considered as the most vital influence for the education of female students, there has been a vast area of research on how science education is perceived by parents and society in general. In Nigeria, the parents' mindset about the education of female students is not encouraging Thus, this paper presents the results of impact of carrying out science home projects by five female students on their parents' perception of their daughters' science learning. The home project is part of a science module in a bigger study. Data were collected from interviews with the female students and their parents and observation during the implementation of the home projects. The interview was done after the home project. The interview data was transcribed and analysed using thematic analysis. The data was triangulated with the observation field notes. The result reveals that the parents' mindsets are positively changed. We also point out the implication of the of this study and the future researches about the education of female students is suggested. The home projects were found to be helpful to makes parents to see the importance of learning science by their female daughters so that they can change their thought and enroll more of their daughters to secondary school to learn science and further their studies at higher institution.

Eng and Chang Bunker (1811--1874) were conjoined twins of Chinese ethnicity born in Siam (today, Thailand). Before the Civil War, they toured the United States to exhibit themselves as a "human curiosity," a wonder of nature, their conjoined state documented by local doctors at each stop on their tours, and their exhibition touted as edifying and educational. The American public was amazed, therefore, or, rather, aghast to learn in 1840 that these racialized "freaks of nature" had bought land in North Carolina's Piedmont, built a house, taken US citizenship and the last name Bunker, married two farmer's daughters, Sarah (Sally Ann) and Adelaide Yates, and were fathering with them what would become, respectively, eleven and ten children. Two of Chang and Adelaide's children, Louisa and Jesse, were born deaf in 1855 and 1861, respectively, and would attend school at the North Carolina Institution for the Deaf and Dumb and the Blind (NCIDDB) during its chaotic Reconstruction years of partial racial integration, where Louisa would marry a deaf teacher of semi-segregated "colored" deaf pupils. Meanwhile, the twins had returned to the freak show touring circuit, now as conjoined Southern gentlemen and fathers of growing families, exhibiting, along with their own anomalous bodies, sample well-dressed offspring who bore marked resemblances to themselves. Naturally, the two deaf children were never selected as co-exhibits, the point of exhibiting sample children, after all, being to show that the offspring of these "curiosities" were healthy, handsome, and acceptably "normal." The lives of Chang and his daughter Louisa thus provide a two-generation immigrant story of negotiating the culturally constructed intersections of race and physical anomaly both before and after the Civil War. Louisa's life was largely determined by the choices that her father made in his efforts to negotiate those intersections.

In this article, I respond to my father's 2005 article "From Here to Clare: Yearnings of a Scholar-Turned-Dad." My goal is to share whether and how I followed the guidance he set forth, and how those recommendations shaped my life and moral development as an undergraduate student and beyond. It is my hope that students find inspiration in these examples and forge their own pathways of moral development. In writing this reflection, I became aware of the great privilege of having had a parent in higher education and student affairs to guide me. I also learned that every experience on my journey was a means to an end that was more fulfilling and authentic than I--or my father--could have ever planned.

This article reports on the findings of a quantitative online survey investigating Australian fathers' perspectives on communicating with their children about relationships and sexuality. A diverse sample of 612 Australian fathers of children aged 3 to 12 years completed the "Sex Ed Dads" survey, sharing their views on sexuality education and their role within it. Here, we discuss the relationships and sexuality-related outcomes fathers say they will value for their children during the teen years. We argue that contrary to assumptions perpetuated by the media, the outcomes Australian fathers value most reflect modern and holistic understandings of relationships and sexuality. The study found that fathers' top priorities for their teenage children were their capacity to avoid violent relationships, understand consent, and recognise and report sexual abuse, while their lowest priorities were delaying sex until marriage, and avoiding pornography. A slightly elevated level of concern for daughters compared to sons was evident in the data, and religious status was the socio-demographic characteristic responsible for most of the significant differences found. The findings offer insights for media, as well as schools, resource developers, and sexuality education providers seeking to support the increased engagement of fathers in sexuality education.

Research shows that in Pakistan, daughters of educated mothers are likely to be enrolled in school, thus proposing a decontextualised relationship between mothers and their daughters' education. This article draws on interview data to narratively analyse the situated experiences of Pakistani mothers for supporting their daughters' education. When mothers' life stories are analysed, a lifelong strategy of "silences" is revealed. Through the construct of "silences," I challenge myself and other educational researchers to 'unlearn' the hegemonic epistemic cues that bind us to certain ways of knowing instead develop a critical openness to the perspectives of mothers and become 'hearers'. This article situates itself within the debates on epistemic justice -- proposing a practice of critical 'hearing' to understand the lifelong situated experiences of mothers in Pakistan.

Due to limited knowledge and exposure to sexual health information, refugee adolescent girls need health education programming and research studies that oftentimes require parental consent. We sought to understand the parental consent decision-making process of thirteen refugee parents from eight different countries who consented for their 15-17-year-old daughters to participate in a sexual health promotion program. Interviews with eight mothers and five fathers provided insight into motivations and concerns driving their decision, as well as barriers and facilitators for obtaining consent. In-depth qualitative thematic analysis revealed five predominant themes: (1) Protecting our daughters with knowledge; (2) A different country, a different approach to protection; (3) Consent and understanding can be different; (4) Parents cannot do it all; and (5) My daughter gained a voice. These findings are useful for developing consent protocols and tailored programming to meet the needs of this understudied population.

Schools traditionally measure parent involvement based on a set of scripted tasks and practices, which diminishes the unique forms of parent engagement that historically marginalized parents engage in. Based on the experiences of ten Mexican immigrant mothers and their daughters, in this article, I aim to reframe parent involvement through a muxerista framework. Using Chicana/Latina feminist theory, I examined the ways the mothers supported the educational attainment of their high-achieving daughters. Data comprised 30 pláticas: 10 from the mothers, 10 from the daughters, and 10 from each mother-daughter dyad. I discuss three distinct ways in which the mothers involved themselves in their high-achieving daughters' education, including via work, spirituality, and storytelling. This muxerista form of parent involvement provided the daughters with the skills and knowledge to navigate oppression. I conclude with a call for educators to reimagine parent involvement through the epistemologies and lived experiences of Parents of Color.

The paper intends to reread Jamaica Kincaid's short story, 'Girl' (1978) and provide new insights into its understanding. It aims to analyse the poetic qualities, word choice, and structure of the text that are left not fully discussed by recent scholarship. The structure as well as the poetic language of 'Girl' make it an unconventional piece of writing falling between two literary categories and so hard to classify. 'Girl' apparently violates rules and transgresses conventions by being both poetic and going beyond the traditional fictional structure of a short story. The paper argues that 'Girl' is an unconventional piece of literature that crosses the borders of a short story to poetry. First, it obviously lacks the traditional structure to be classified as a short story. Second, the text embraces several poetic techniques which reveal it as poetry written in prose. Therefore, the paper purports to carefully consider the poetic techniques and rhetorical devices found in 'Girl' and make it much closer to a prose poem than a short story. The story depicts a pre-adolescent female being dictated by the instructions of a sharp-tongued mother who teaches her how to become a lady--both in the private setting of the house as well as in public--in contrast to what it is like for a woman growing up in Antigua. The paper's considerations of Kincaid's depictions of mother, daughter, and their relationship illuminate the poetic traits found including repetition, sound devices and word choice. The paper's interpretation of 'Girl' reveals its poetic nature for being a thoroughly repetitive and alliterative piece. The text's repetitive quality does not only stimulate the reader's intellectual appreciation of the text's thematic notions and meanings but also promotes an overall unifying effect.

This study scrutinizes the development of negation in Turkish by analyzing of a monolingual Turkish-speaking child's speech between 28 to 32 months. The developmental progress of negative forms in parent-child exchanges is explained and presented with examples featuring a girl and her parents. The data has been obtained from the CHILDES database and is divided into three sets based on the age of the child: 2;4, 2;6 and 2;8. First, the paper attempted to outline how negation is formed in Turkish and analyzed the data to find patterns of negation to trace the development of negation in the child's speech. It aimed to prove how the child gradually expands her ability to use negative forms by using different communicative strategies over a five-month period. To facilitate this expansion, the child uses some strategies such as variety sets, multiple negative forms in collaboration, giving reasons and results in the speech. The child is identified to have acquired the forms of negation and strategies for a successful communication in a clear developmental sequence. The data reveals that the expansion goes from easy to linguistically and cognitively more challenging forms. The child acquires and uses free forms such as yok (not existent) initially, but later she can also produce more complex utterances such as orada hiçkimse yok (There isn't anyone there). Therefore, this study presents evidence for the existence of developmental expansion of each form to make negation, but there is no evidence of clear-cut stages going successively and following each other in a systematic order. Thus, the analysis proves that negation develops by expanding on the previous knowledge and the forms are used interconnectedly, so they mostly overlap.

Background/Context: Since 1975, 3 million refugees have resettled in the United States. However, researchers and educators know little about the lives of refugee children and families entering the American educational system. Much of the extant research groups refugee children in families with other immigrant groups, failing to recognize the complex histories that children fleeing civil unrest bring with them. Purpose/Objective/Research Question/Focus of Study: This study brings a spotlight to the story of a refugee family from Guatemala, focusing on their experiences premigration, during migration, and after resettlement in the United States. Our focus was on seldom-heard experiences from the perspective of a refugee family. Members of the family left their home country because of civil war to resettle in a foreign country but within a familiar community. They found resettlement more challenging than they expected; they had difficulty activating cultural capital within this new field because of varying levels of community support. Research Design: This is an intrinsic case study that explores the specific case of a mother and daughter. Participants were interviewed at length about their migration experiences. Interviews were analyzed in multiple cycles of coding, with a focus on the participants' own words and emotional responses. This study uses a Bourdieusian lens for analyses and to aid in defining feelings of unease that the participants described when reflecting on their experiences. Conclusions/Recommendations: Learning about a refugee family's journey is a privileged experience. There is much that educators and others who work with refugee children can learn from extended conversations with families. This study is one example of millions of stories that children bring with them into the classroom. This study's impact is to honor and give a platform to the refugee population whose voices are often not heard in schoolhouses across the country.

This paper explores societal perceptions of a child's disability and bilingualism through the author's observations and reflections. Drawing from the observations of the child in different public schools in the United States, the author shares how the child has been viewed differently and similarly by school personnel. By reflecting on different perceptions of the bilingual child with a disability label, the author promotes least restrictive attitudes toward "all" in schools and society. [Note: Issue number displayed on the PDF (n1) is incorrect. This article was published in v13 n2.]

Background: Transition to adulthood is an important time for young people and may be a particularly challenging time for people with intellectual disabilities. However, there has been little research in the UK regarding the experiences of parents who have son or daughter with an intellectual disability transitioning to adulthood. Method: The study used interpretive phenomenological analysis to explore the lived experiences of ten parents who had a son or daughter (aged 18-25 years) with an intellectual disability. Half of the sample also had a diagnosis of autism. Results: Three superordinate themes were generated from the data: (a) Transition: The Good, the Bad and Unknown; (b) Striving for Independence; and (c) Supporting the Supporters. Parents experienced many difficulties and uncertainty related to their role, their son/daughter's independence, navigating services for their son/daughter and accessing support for themselves. Conclusions: Increased collaboration and consistency from statutory services is required in addition to providing emotional support to parents and facilitating parent support networks.

Research on parent-adolescent sexual communication has often used self-report measures despite discrepancies among family members. The current study was designed to use a multi-method approach to better understand mother-adolescent sexual communication. This study examined maternal and adolescent self-reports on sexual communication and observed ratings of mothers' and adolescents' comfort during an interaction task. Participants were recruited from a mid-sized Canadian city and included 68 dyads of mothers and adolescents who were between 12 and 17 years old. Based on an actor-partner interdependence model (APIM), results indicated that mothers' observed comfort was positively associated with adolescent girls' but not boys' reports of sexual communication. Findings suggest the importance of using a multi-method approach to studying parent-adolescent sexual communication and the role of gender in parent-adolescent sexual communication.