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In this article, the author shares how her daughter, who was diagnosed with a profound hearing loss when she was a year old, taught her to teach, and demonstrates the importance of active communication. Teaching her daughter English as her second language has posed many challenges, but has also revealed successful strategies that the author has been able to bring to the classroom. The most important lesson she learned is that teaching involves the assurance that what she is saying is being understood. Her background with her daughter, taking additional second language acquisition and multicultural courses for the Cross-cultural, Language and Academic Development credential (CLAD) from the State of California, and knowing some Spanish assisted in her preparation of teaching English language learners (ELLs).

The expectations of parents can shape the post-school pathways of young people with intellectual and developmental disabilities (IDD). Yet little is known about how parents view the employment prospects and priorities of their sons and daughters after high school. We examined expectations, preferences, and concerns of 1,065 parents of children and youth with IDD (below age 22) related to outcomes after leaving high school. We found parents prioritized paid community employment over sheltered options, valued qualitative aspects of the workplace (e.g., personal fit and interaction opportunities) over common employment outcome metrics (e.g., pay and hours), and held substantial concerns about their child's future employment success. We found that multiple factors shaped parental expectations and the extent to which their daughters or sons accessed early career development experiences. We offer recommendations for research and practice aimed at raising expectations for and access to community employment for young people with IDD.

Relations between paternal autonomy support and four aspects of adolescent social competence and responsibility at age 16 were examined using data from the NICHD Study of Early Child Care and Youth Development. With controls on maternal autonomy support, significant relations were observed between paternal autonomy support and three of the four aspects of social behavior examined for daughters (but not sons). For daughters, the influence of paternal autonomy support was moderated by family conflict for both resistance to peer pressure and responsible behavior. The temperament of daughters moderated the relation between paternal autonomy support and resistance to peer pressure, as well. Findings were interpreted with respect to the dynamics of parent-child relationships and increasing individuation during adolescence.

The developmental science literature is riven with respect to (a) parental similar versus different treatment of siblings and (b) sibling similarities and differences. Most methodologies in the field are flawed or confounded. To address these issues, this study employed a within-family longitudinal design to examine developmental processes of continuity and stability in emotional interactions in mothers with their firstborn and secondborn 5-month-old infants (ns = 61 mothers and 122 infants). As independently rated by the Emotional Availability Scales, mothers' observed and coded behavioral expressions of sensitivity, structuring, nonintrusiveness, and nonhostility were consistent in group mean levels between firstborns and secondborns and (largely) between daughters and sons. Neither firstborns and secondborns, nor girls and boys, differed in their responsiveness or involvement of mother. However, mothers' emotional interactions with their firstborn and secondborn children were uncorrelated, as were firstborn and secondborn infants' interactions with their mother. These group-mean consistencies and individual-differences inconsistencies in emotional interactions are discussed in relation to the shared and nonshared lives of siblings in the same family.

This article draws from an ethnography on Mexican immigrant fathers and their children to examine humor in immigration narratives as acts of resistance. The analysis focuses on the devices employed by a father and daughter during their everyday talk and co-narration of an incident with police officers. Findings illustrate how the form and content of fathers' pedagogies of the home, including the strategic use of humor, prepare children to combat discrimination based on documentation status.

Parent involvement has been shown to be one of the keys to student educational success, their ability to perform at a high level and persevere. The latest government statistics reveal that 53 million Hispanics now reside in the United States and 75 % of this population speaks Spanish at home [Cooper, M. (2014). "Hispanics in America and in higher education by the numbers." "The Hispanic Outlook in Higher Education." 25(2), 6]. It is vital to understand the struggle these parents experience when trying to support their children's educational journey. The purpose of this ethnographic study is to understand one parent's perspective as they struggle to help their child become a responsible and independent learner while caught between two cultural worlds and languages.

The healthy messages parents convey to their adolescents about risk behaviors may be related to better adolescent outcomes. Few studies have examined the types of messages or strategies caregivers use to discuss dating violence with their early adolescents. We conducted semi-structured interviews with 20 African American maternal caregivers of early adolescent girls. Interviews were digitally recorded, transcribed, and coded using an emergent process. Themes in dating violence conversations focused on the meaning of love, identifying red flags in relationships, and what to do when involved in a problem dating situation. Caregivers used teachable moments (e.g., watching a TV show) to start conversations, weaved dating violence topics into conversations about other sensitive topics, or included their young daughter in conversations with older siblings. The results of this study highlight strategies that can be implemented in family-based prevention programming and also the importance of helping caregivers communicate their values and expectations.

Children with intellectual disabilities spend more time in the health-care system than mainstream children. Parents have to learn how to navigate the system by coordinating appointments, understanding the referral process, knowing what services are available, and advocating for those services. This places an incredible amount of responsibility on families. This article is one mother's personal story and reflection about her journey through the Canadian health-care system in Nova Scotia, with her daughter who has an intellectual disability. The reflection identifies moments of tension experienced by a mother and how she was expected to be a medical system navigator, doctor-educator, time manager, and care coordinator and the roles that led to feelings of repression, extreme frustration, and fear. A final discussion offers an analysis of her experience, using concepts from feminist post-structuralism.

Demystifying the low-income African American single mother is a task scholars have yet to comprehensively execute. Despite superior work elucidating single-mothered homes, mother- daughter relationships, and academic achievement, scholars have yet to concomitantly exam these issues. This inquiry resolves the literature gap by examining the narratives of academically successful African American female collegians regarding their single mother's parenting acts and grooming toward collegiate achievement. In contrast to pathologizing studies, this study found that low-income African American single mothers: (1) sociocultural identity stimulated their daughter's academic stamina; (2) developed their daughter's steadfast character by embracing their perceived oppression; (3) authoritative parenting style internally admonished and motivated their daughter; and (4) extended a degree of trust, which facilitated their daughter's academic independence.

This paper reports on the outcomes from a pilot study targeted at mothers of school children in Melbourne, Australia. The aim of the study was to engender a positive view of technology in the participants and to introduce the concept of Information Technology (IT) as a potential career. Mothers were given the opportunity to develop basic IT skills and learn about different IT career pathways for their children with an emphasis on their daughters' choices. Mothers were offered an evening course over a four week period that was designed to introduce them to a range of social media and Web 2.0 tools. Their opinions were documented using both questionnaires and informal discussions. It explored whether their attitudes towards IT can be changed by up-skilling and introducing them to the technologies their children commonly use. The findings of the pilot study suggest that addressing this demographic has the potential to make the participants question their pre-conceptions about IT careers for women.

This study investigated differences between residential and non-residential fathers on topics discussed during father-child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father-child sex communication, general communication, parental monitoring, father social support and topics discussed during father-child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent-child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth.

Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers' expectations of their daughters' educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children.

Children who expect they can bring about good outcomes and avoid bad outcomes tend to experience more personal successes. Little is known about factors that contribute to these "control expectancies". The purpose of the present study was to determine whether children's internal control expectancies occur in the context of parents' internal control expectancies, low family strain, and high family cohesiveness and whether these factors are more strongly related to daughters' than sons' control expectancies. A community sample of 85 children aged 9-11 years and their parents (85 mothers; 63 fathers) completed rating scales. Fathers' more internal control expectancies and mothers' reports of fewer family strains were associated with daughters' but not sons' greater internal control expectancies, and greater family cohesiveness was related to both daughters' and sons' internal control orientations. These findings suggest that family factors may contribute to children's, particularly daughters', development of internal control expectancies.

This study explores the themes in the talk of two mothers and daughters as they share a self-created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent-child exchanges. A deductive-inductive thematic analysis identified three recurring themes in the parent-child talk: realistic fiction, scaffolding variations, and engaged players and objects of "play". The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post-Vygotskian theoretical frameworks were helpful in capturing the dynamic co-construction of the authentic and multimedia stories parents and children shared.

Objective: To describe how nominal group technique was used to inform the development of a breast and cervical cancer awareness programme for African-American adult daughters and mothers. Design: A qualitative approach using nominal group technique. Setting: A mid-sized city in the Southern USA. Method: Nominal group technique was used with 30 African-American daughters (ages 18-35 years) and 19 mothers (mothers of women aged 18-35 years). Daughter groups and mother groups were conducted separately. Responses were tallied and audio recordings were reviewed to provide context and/or clarity to participant responses. Results: In many cases, daughters and mothers had similar thoughts about what African-American women should be aware of, challenges of sharing breast/cervical cancer information between daughter and mother, and thoughts on what would make it easier to share such information. Many responses centred on elements of the communication dynamic between daughters and mothers, rather than specific content messaging about cancer. Recommendations are offered to inform the development of future programmes. Conclusion: Findings illustrate the potential to use upstream intergenerational communication effectively to relay health information between African-American daughters and mothers. Given that breast and cervical cancers have better survival rates when detected and treated early, and that late detection is associated with higher mortality among African-American women, conveying important health-related information from a trusted source (such as an adult daughter) is an important consideration for addressing the cancer prevention and control needs of African-American women.

Building on previous research of family engagement and using perspectives drawn from Chicana/Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects of (in)visibility, language, and womanhood were important in their daughters' educational being and becoming.

Few published studies have reported on the psychological well-being of family members of individuals with Rett syndrome (RTT). Eighty-seven mothers of girls and women with RTT completed a questionnaire survey about their daughters' behavioral phenotype, current health, and behavior problems, and their own and a sibling's well-being. Mothers reported increased anxiety but similar levels of depression when compared to a normative sample. Across all problem domains on the Strengths and Difficulties Questionnaire, child and adolescent siblings (n = 39) were reported by mothers to have fewer difficulties than a normative sample. The severity of their daughters' RTT behavioral phenotype predicted increased anxiety and stress for mothers. Increased RTT daughters' current health problems predicted more maternal perceptions of positive gain.

This article describes an intense relationship between an infant mental health (IMH) specialist and a mother-daughter dyad. At intake, an 18-month-old little girl was diagnosed with failure to thrive and a chronic kidney condition, and she was at risk for protective service involvement and possible removal from the family home. The author describes an intervention process of listening, supporting, advocating, and allowing all individuals to be seen and understood. The intervention supported the mother-daughter relationship, and they both started thriving.

A foundation in science, technology, engineering, and mathematics (STEM) education is critical for students' college and career advancement, but many U.S. students fail to take advanced mathematics and science classes in high school. Research has neglected the potential role of parents in enhancing students' motivation for pursuing STEM courses. Previous research has shown that parents' values and expectancies may be associated with student motivation, but little research has assessed the influence of parents on adolescents through randomized experiments. Harackiewicz, Rozek, Hulleman, and Hyde (2012) documented an increase in adolescents' STEM course-taking for students whose parents were assigned to a utility-value intervention in comparison to a control group. In this study, we examined whether that intervention was equally effective for boys and girls and examined factors that moderate and mediate the effect of the intervention on adolescent outcomes. The intervention was most effective in increasing STEM course-taking for high-achieving daughters and low-achieving sons, whereas the intervention did not help low-achieving daughters (prior achievement measured in terms of grade point average in 9th-grade STEM courses). Mediation analyses showed that changes in STEM utility value for mothers and adolescents mediated the effect of the intervention on 12th-grade STEM course-taking. These results are consistent with a model in which parents' utility value plays a causal role in affecting adolescents' achievement behavior in the STEM domain. The findings also indicate that utility-value interventions with parents can be effective for low-achieving boys and for high-achieving girls but suggest modifications in their use with low-achieving girls.

This study explored how the Black parent-daughter relationship might serve as a vehicle by which the girls come to know, submit to, and/or resist the stereotypical images prevalent in the cultural movement of hip-hop. By exploring the relationship dynamics and levels of dialogue between seven African American adolescent girls and their parent it was evident that the ways in which they engage their daughters in dialogue pertaining to the messages within hip hop media is sporadic and suggests the need for parents to become media literate. The implications of this study suggest the need for the creation of collaborative and emancipatory spaces for Black girls, media literacy education for parents, and culturally relevant pedagogy.

The third of the eight Millennium Development Goals is to promote gender equality and empower women. This article discusses the factors that are associated with 31 female higher education students' choices and aspirations to pursue education and careers in mathematics and science-related fields. The analysis is based on semistructured interviews. Patriarchal values in society impacted females' own perceptions of their abilities and aspirations. Although extrinsic social gain motivation underpinned females' choices, they had little awareness of the economic benefits of mathematics and science qualifications. Teaching styles were associated with females leaving the mathematics and science pipeline.

Family dinnertime conversations are key settings where children learn behavior regulation, narrative skills, and knowledge about the world. In this context, parents may also model and socialize gender differences in language. The present study quantitatively examines gendered language use across a family dinnertime recorded with 37 broadly middle-class, racially diverse parents, a child between 9 and 12 years old, and their siblings. Conversations were parsed according to topic (behavior regulation, narrative talk, or general knowledge), and utterances were coded as either affiliative or assertive. Overall, mothers contributed more utterances to the conversations, but this effect was moderated by topic. Mothers talked more than fathers in conversations about behavior and narrative, whereas mothers and fathers spoke equally as often about general knowledge, suggesting that differences are modulated by topic in theoretically informative ways. Relations in language use between parents and children were evident for mothers and daughters. Implications are discussed.

Drawing on a model of ethnic-racial socialization (E-RS; Pinderhughes, 2013), this study examined hypothesized relations among parents' role variables (family ethnic identity and acknowledgment of cultural and racial differences), cultural socialization (CS) behaviors, and children's self-perceptions (ethnic self-label and feelings about self-label). The sample comprised 44 U.S.-based parents and their daughters ages 6 to 9 who were adopted from China. Correlation analyses revealed that parents' role variables and CS behaviors were related, and children's ethnic self-label was related to family ethnic identity and CS behaviors. Qualitative analyses point to complexities in children's ethnic identity and between family and children's ethnic identities. Together, these findings provide support for the theoretical model and suggest that although ethnic identity among international transracial adoptees (ITRAs) has similarities to that of nonadopted ethnic minority children, their internal experiences are more complex.

This paper presents new findings on the experiences of Indian mothers in the roles they play in their daughters' higher education (HE) subject choices. Whilst there are existing studies on White British mothers and parents more generally in terms of parental involvement in education, and a growing number of papers presenting results on Bangladeshi and Pakistani parents, evidence on Indian parents (and students) is relatively sparse. In particular, there is a lack of research where Indian parents are given space to voice their own narratives in their own words. In the main, existing studies focus on parents from the viewpoint of their children as students. This qualitative study involved semi-structured interviews with nine Indian mothers from different areas in England. Commonalities and disparities between the experiences of Indian mothers presented here and accounts of White mothers of similar class and educational backgrounds presented in existing literature are analysed using an intersectional lens. Results show that working class Indian mothers could be making up some of their disadvantage in terms of social and cultural capital through family and community networks. Furthermore, mothers regard younger relatives as potential sources of important knowledge and resources that could help them and their daughters navigate the HE landscape. This has not been found in studies on White mothers where the emphasis instead has been on the exchange of knowledge from adults to the younger generation. This article arises out of an ESRC funded doctoral study of choice at university for British South Asian women.

This study investigates the experiences of adolescent girls with autism spectrum disorders (ASD) during adolescence. Semi-structured interviews were conducted with three mother-daughter dyads and two additional mothers. A range of issues were highlighted covering physical, emotional, social and sexual domains. Some of these issues were similar to those experienced by boys with ASD during adolescence, such as negative implications of late diagnosis, challenges of transitioning to and coping with high school, "hands-on" role of parents into adolescence, difficulties adjusting to the increased demands of adolescent hygiene routines, and the importance of learning personal boundaries in interactions with others. Other issues discussed were of particular relevance to adolescent girls with ASD, such as difficulties socialising with neurotypically developing girls, sex-specific puberty issues, and sexual vulnerabilities. This study highlights an important research area and is a preliminary step towards understanding the experiences of adolescent girls with ASD and their families.

Adolescent girls' and their mothers' expectations for their daughters' college attainment, mother-daughter communication about education, and daughters' early childbearing attitudes were examined in 146 U.S.-raised Latina girls (mean age = 14.4 years) and their mostly immigrant mothers. Through structural equation modeling, we tested in the present study a 3-path mediating model to identify mechanisms underlying the association between maternal expectations and daughters' childbearing attitudes. There was evidence to suggest that self-reported mother-daughter communication about education and the daughters' achievement orientation, as measured by their expectations to attend college and self-reported grades, were 2 mediating factors by which maternal college expectations for daughters were linked to their childbearing attitudes. Specifically, higher maternal expectations were associated with increased reported education communication, which in turn was associated with higher achievement orientation. In turn, higher achievement orientation was associated with the girls' desire to have a first child at older ages and more rejecting attitudes toward the prospect of an adolescent pregnancy. The findings underscore the crucial role that Latina mothers can play in both supporting their daughters' goals to pursue higher education and motivating daughters to avoid early childbearing.

American children gain more autonomy as they progress through adolescence, however, autonomy-granting for Latina adolescent girls from immigrant families is a relatively unexplored question. In this study, we identified behaviors that Mexican mothers and their daughters deemed to be appropriate when they reach the age of "La Quinceañera," a cultural rite of passage at age 15. Daughters hoped for rules regarding social activities to become less strict whereas mothers intended to continue to exert control, especially in the areas of peer and social activities, household duties, and homework responsibilities. The mothers were open to granting more independence in personal areas such as physical appearance and they were also willing to allow their daughters to group date. Although the mothers and daughters expected the mothers to continue to engage in a controlling and protective parenting style, both mothers and daughters anticipated more mutual decision-making and open communication when daughters turned 15 years of age.

Background: People who have profound intellectual and multiple disabilities face significant challenges to participating in their community and are reported to have few friends. In this paper, the issue of how this is addressed by parent-carers of young women with Rett syndrome is explored. Method: Transcripts of in-depth interviews with 6 families registered with the population-based Australian Rett Syndrome Database were examined, guided by a theory of social construction, for themes of participation. Results: The majority of parent-carers saw social participation as an unrealistic expectation due to their daughters' difficulties with communication. At the same time, parent-carers spontaneously recounted details of their daughters' social connections within their local communities. This was positively associated with the presence of siblings. Conclusions: Young women with Rett syndrome participate socially in their community. Encouraging parent-carers to continue with small-scale strategies that pay heed to their concerns and fears has the potential to enhance their daughters' access to the benefits associated with friendship.

Objective: The present study investigated the extent to which father-daughter relationships predicted risk-taking in a sample of female college students. Specifically, this study examined whether female adolescents' models of father psychological presence predicted substance use and sexual risk-taking, over and above impulsivity, depression, and other risky behaviors. Methods: A sample of 203 female college students were administered several scales assessing father psychological presence, sexual risk-taking, substance use, impulsivity, and depression. Results: Father psychological presence did predict sexual risk-taking and illicit drug use (but not alcohol use) after controlling for impulsivity, other risky behavior, and mood. Further, when grouped into low and high levels of psychological presence, those in the low group were more likely to engage in a variety of risky behaviors than those who perceived high psychological presence. Conclusion: Consistent with evolutionary perspectives, paternal psychological presence may function as protection against risky behavior.

Menarche is a significant milestone for young women, representing an important juncture between girlhood and maturation. The limited literature that exists suggests that a mother's reaction to her daughter's first periods can shape her experiences and perceptions of menstruation which, in turn, may impact on her self-image and, consequently, sexual risk taking. However, very little is known about UK mothers' attitudes towards their daughters' menarche. This paper aims to add to the body of knowledge by applying a postmodern critique, a Derridian deconstructive analysis, to a discussion thread found on mumsnet.com -- a UK parenting website. The thread is concerned with a mother's response to her daughter's menarche to which other mothers respond. The deconstruction revealed a number of meta-narratives and themes within the text: secrecy, sorrow, a lack of competency and knowledge, power, gender and motherhood. Unwittingly, the women appear to be socialising their daughters to comply with and perpetuate the menstrual taboo that they endured themselves, thus repeating the cycles of shame associated with menstruation. The findings of this critique suggest that menstrual education is an area that requires more attention, particularly in the context of perceived menstrual shame and its impact on sexual decision-making.

This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner's and their only child's overall intelligence and 13 "multiple intelligences." They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children's multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical-mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants' openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no "little emperor" effect.

Recent decades have seen a dramatic expansion in the educational attainment and occupational opportunities of German women. Both the educational and occupational positions of the mothers and those of their daughters are continuously changing across cohorts. Our study aims to detect the probability of daughters to experience maternal-line intergenerational educational and occupational mobility. Using new data from the National Educational Panel Study of adult cohorts, we analyse successive cohorts of German women born between 1944 and 1984. We demonstrate that the relation between mothers' and daughters' educational and occupational career has changed over time. Maternal-line female mobility has decreased over cohorts. Our results also reveal that the relationship between educational careers and female job mobility has changed. The tertiary level of education has become more relevant across cohorts in preventing downward intergenerational mobility and it has become a prerequisite for taking part in the completion for upward intergenerational mobility.

The purpose of the present study was to investigate the existing transactional associations between mother-child conflict and the child's internalising and externalising problems. To this end, longitudinal data were used, covering ages 7-15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother-child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother-daughter conflict increased at a higher rate than mother-son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child's externalising problems continually influenced mother-child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them.

Parental socialization of children's sadness was examined through self-report, spouse report, and a parent-child sadness discussion task. A total of 79 two-parent, predominantly White, middle-class families participated with one child in grades 2-5 (44 sons; M = 9 years, 8 months). Analyses revealed that mothers and fathers respond differently to their sons' and daughters' expressions of sadness. Based on spouse report, mothers provide more support for their sons' sadness expressivity, whereas fathers provide more support for their daughters' sadness expressivity. Agreement between self-report and spouse report was observed for fathers but not mothers. Concordance between parents' socialization practices was found for self-reports of supportive behaviors. For both parents, the strongest predictor of observed sadness support was spouse report of supportiveness. Results are discussed with implications for emotion-socialization processes and emotion assessment highlighted.

We examined approaches used by African-American mothers and mothers of Latino descent for informal sex-related discussions with their children to inform sexually transmitted infection (STI)/HIV intervention development efforts. We recruited mothers (of children aged 12-15) from youth service agencies and a university in southern California. Fourteen focus groups were conducted: eight with African-American mothers (n = 31) and six with mothers of Latino descent (n = 24). Data were transcribed, coded for most common themes by four of the authors and reviewed for differences by gender of child. Four key themes emerged when focusing on parent-child discussions about sex: (1) sexual activity discussions took place for both sons and daughters; (2) protection from STI/HIV and pregnancy was a key topic; (3) the use of a direct, honest approach was preferred by mothers; and (4) seizing the moment was important for discussion opportunities. These data help broaden our understanding about the strategies used by African-American mothers and mothers of Latino descent for sexual health discussions with their sons and daughters. Evaluations of these for their potential impact on youth sexual health outcomes are warranted. The data can also contribute to the development of new culturally tailored parent-child communication strategies and HIV prevention interventions for young people of colour.

This study reported mother-daughter agreement on adolescent adopted Chinese girls' adjustment. Data on the girls' academic performance and internalizing syndromes were collected from the adopted Chinese girls and their adoptive mothers separately. The adoptive mothers also provided data on mother-daughter relationship quality. There were 219 girls who were in secondary schools and were 13.6 years (SD = 2.1) and were adopted from China at 17.4 months (SD = 18.2). Consistent with existing literature on nonadopted adolescents, the mother-daughter agreement on the adopted Chinese girls' adjustment was modest to moderate. Age of the girls positively correlated with self-reported anxiety, depression, and attention problems. Better mother-daughter relationship quality was positively correlated with mother-reported and self-reported academic performance but negatively correlated with mother-reported depression, social problems, and attention problems and with self-reported depression. Finally, mother-daughter relationship quality was negatively correlated with mother-daughter discrepancy in adoptees' anxiety, depression, and attention problems. Implications of these findings for the practice of school psychologists were discussed.

This paper examines whether donations to colleges and universities are partly motivated by the desire of alumni to increase their children's admissions probabilities. The paper uses data from a single-sex college, so that only alums with a daughter would evince this motive. We find that alums with a teenage daughter, as opposed to a teenage son, are more likely to make donations of at least $5,000. The same relationship is not evident for smaller donations, or when children are older than 18. Further, we find evidence that this difference in the probability of a donation by alums with teenage daughters and teenage sons does not exist when acceptance rates are higher in an earlier period.