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BACKGROUND: In recent years, public discourse has increasingly brought institutional and structural racism to the foreground of discussion on the well-being of BIPOC (Black, Indigenous, and People of Color) communities. Environmental toxicity in combination with the social triggers of institutional and structural racism are among the factors that shape the short- and long-term health of BIPOC Americans across multiple lifespans. OBJECTIVES: We outline a 2+ Generation Model for examining the mechanisms through which institutional and structural racism promotes the intergenerational transmission of environmental health risk and family and interpersonal relationships across the life course and across multiple generations. We present the model's theoretical underpinnings and rationale, discuss model limitations and needed sources of data, and implications for research, policy, and intervention. DISCUSSION: Parents and children are not only biologically linked in terms of transmission of environmental toxicities, but they are also linked socially and intergenerationally. The 2+ Generation Model foregrounds family and interpersonal relationships occurring within developmental contexts that are influenced by environmental toxicity as well as institutional and structural racism. In sum, the 2+ Generation Model highlights the need for an equity-first interdisciplinary approach to environmental health and redirects the burden of risk reduction away from the individual and onto the institutions and structures that perpetuate the racial disparities in exposure. Doing so requires institutional investment in expanded, multigenerational, and multimethod datasets. https://doi.org/10.1289/EHP13110, Introduction The onset of racial and socioeconomic unrest of 2020 have brought institutional and structural racism to the forefront of the social consciousness. (1,2) Although the attention may be new, [...]

Research has shown the importance of routines for optimal child development. A systematic review can offer a detailed overview of the evidence linking routines to child outcomes, particularly in high‐risk settings. This review aimed to elucidate the association between daily routines and child development and to pinpoint the protective role of routines in high‐risk environments. A search of PubMed and PsycINFO databases yielded literature from 1950 to June 2020. Out of 4297 initial hits, 170 studies met the selection criteria. Findings mainly indicate that routines are associated with positive developmental outcomes in children, covering cognitive, self‐regulation, social–emotional, academic skills, and overall mental and physical health. The results also underline the protective power of routines in challenging environments. The study suggests possible mechanisms through which routines influence child outcomes and recommends avenues for future research, supporting evidence‐based strategies to encourage parental use of routines. [ABSTRACT FROM AUTHOR]

This study adopts an intergenerational approach to explore whether mothers' school experiences influence academic readiness through parenting beliefs and parenting quality. Forty-five mothers were categorised as either having a desired or feared school-related identity based on their narratives about past school experiences and the ways they prepare their children for school. Desired school-related identity was associated with higher literacy readiness but not math readiness. Our results also suggest that mothers with feared school-related identities reported feeling greater responsibility for socializing their children to school than did mothers with desired school-related identities. Examination of mediation pattern suggested that parenting quality is among the pathways from maternal school-related identity to child's reading readiness, even when accounting for household income. Although preliminary, our findings point to intergenerational influences on academic readiness.

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54-66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed. (Contains 3 tables.)

Using Ecological Systems Theory and stage sequential modelling procedures for detecting mediation, this study examined how early developmental contexts impact preschoolers' performances on a measure of sustained attention and impulse control. Data from 1273 European-American and African-American participants in the NICHD Study of Early Child Care were used to identify the potential mediators of the relation between early household income-to-need (INR) and 54-month impulsivity and inattention. Exploratory analyses were also conducted to determine whether the relationships between early income, home environment, parenting stress, and the outcome variables differ for African-American versus European-American-American children. We found modest support for the study hypothesis that 36-month home environment quality mediated the INR/attention relationship. INR accounted for more home environment score variance and home environment accounted for more Impulsivity score variance for African-American children. Home environments were related to inattention in the European-American, but not African-American, group. (Contains 8 tables.)

Objective: We examined links between boyhood and fatherhood in a thematic analysis of Black men's narratives about their childhood histories, connection of these experiences to their views about fathering, and descriptions of their fathering relationships and behaviors. Background: There remains a critical need to understand how Black men father in a sociohistorical context that defines them as absent or deficient. Method: We conducted in‐depth, semistructured qualitative interviews with 30 Black fathers with children in 4‐year‐old kindergarten through grade 12 education. We used life course theory and an integrative model of child development as conceptual frameworks to guide a mixed deductive–inductive analysis. Results: We identified three categories and seven themes within the categories: Personal History (Intergenerational Relationships, Negotiating Race and Racism, Turning Points), Fathering Worldview (Being a Father: The Nurturer, The Educator; Fathering Black Children), and Fathering Relationships and Behaviors (Father–Child Interaction, Racial Armoring). We also identified fathers' explicit connections of their Personal Histories to their Fathering Worldviews and, thereby, their Fathering Relationships and Behaviors. Conclusion: This article addresses ways that Black men make sense of their personal histories and connect these histories to how they raise their children. Implications: This discussion of intergenerational linking of lives and turning points has significant implications for understanding Black family development in the racialized context of the United States and highlights the need for comprehensive mental health support for Black men and their families that focuses on racial trauma along with conceptual and empirical focus on impacts of anti‐Blackness on individual and family well‐being. [ABSTRACT FROM AUTHOR]

Although a large body of research has documented the importance of routines for children's development, the role of developmental timing of routines has received less attention. The present study examined how use of routines across the preschool period is linked to children's socioemotional adjustment. We used Year 3 and Year 5 data from the Future of Families and Child Wellbeing Study ( N = 2,353; 48% female). Child routines were measured through maternal reports of routines, including household chores, play, mealtime, and bedtime. Latent profile analysis revealed four groups based on timing and number of routines: stable-high, increasing, decreasing, and stable-low. In Year 5, parents reported on children's attentional, externalizing, and internalizing problems and social skills. Latent transition analysis indicated that most children ( n = 1,782; 75%) maintained the same profiles over time. Regression analyses showed that profiles were differentially related to outcomes. After controlling for a set of confounding variables, children in the stable-high group had significantly lower attentional, externalizing, and internalizing problems than the decrease routines group (βs range from .23 to .40, p < .05). These findings contribute to the understanding of how routines are associated with child functioning and highlight the potential importance of the continued use of routines across early childhood. Children who had consistently high routines demonstrated better adjustment compared to those whose routines decreased across the preschool period. (PsycInfo Database Record (c) 2025 APA, all rights reserved).