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This study uses a naturalistic inquiry approach to investigate how rural educators navigate the affordances and barriers of implementing an out-of-school program to identify and develop middle school STEM talent in rural communities. At the time of this study, the STEM program was in its fourth year of implementation. Participants included 34 educators and 324 students in Grades 6–8 across 10 school districts in a predominately rural state. We used maximum variation purposive sampling to select 3 of the 10 districts as case study sites. The cross-case analysis resulted in the themes of (a) exercising local control, (b) expanding community for advanced STEM learning, and (c) leveraging the intersectionality of rurality, local agency, and expanded resources. One implication is that when supported with resources, rural educators will leverage the systems of their schools and communities to create robust ecosystems for advanced STEM talent development.

In the present paper, we join the current dialogue in the field of vocational psychology regarding how neoliberal economic trends across the world have influenced the development of theory and approaches to vocational psychology. We propose an alternative perspective, that viewing career development from an economic justice lens, can provide an alternative to the existing neoliberal influence. An economic justice lens may aid us in moving from solely focusing on individual interventions and outcomes to those that help to create community-level change which in turn help create a more just economy for all. This is more than simply providing interventions to individuals in a community but requires shifting the locus of change to the community level. We detail four proposed career outcomes that center community-level change: Networking, Conscientization, Participation, and Liberation. Opportunities to utilize participatory action research, social network analysis, and other practice methods are encouraged. Finally, we offer examples of how vocational psychologists can take active roles in an economic justice approach to vocational psychology.

Understanding how best to recruit and retain Black, Indigenous, and People of Color (BIPOC) in the education workforce is critical for human resource practice and scholarship. BIPOC educators are consistently shown to positively influence student outcomes, but leave the workforce at a rate 25% higher than their White colleagues. Emerging research points to school climate as a reason that BIPOC educators leave. Relatedly, researchers find that race-based and gender-based discrimination impact job burnout. Guided by the intersectionality scholarship that acknowledges how women of color experience marginalization across multiple identities, the current study examines how race-based stressors, both in daily life and in the work environment, are associated with job burnout for BIPOC women K–12 educators. Multivariate analyses of data disaggregated from an original survey distributed to BIPOC educators in a predominantly White and rural state ( n = 145, 54.6% women) consistently isolate the effect of a racialized school climate on the burnout of BIPOC women educators. Specifically, when BIPOC women educators perceive their schools to be less open to discussing racial conflict, they report greater job burnout. Although there were no differences in the amount of burnout reported across racial groups, there were differences in the levels of daily racial microaggressions experienced. Notably, only school-based racial stressors emerged as a significant predictor of burnout. We discuss implications for organizational policies on diversity, equity, and inclusion as well as the hiring, retention, and promotion of women of color.

Rural schools, especially smaller ones, offer enormous opportunities for teachers to get to know their students and to cultivate their academic talents. However, students with potential in science, technology, engineering, and mathematics (STEM) face specific obstacles to having their talents fully realized in rural schools. Joni Lakin, Tamra Stambaugh, Lori Ihrig, Duhita Mahatmya, and Susan G. Assouline describe the STEM Excellence and Leadership project from the University of Iowa, which seeks to equip rural teachers in grades 5-8 with the skills and knowledge to recognize and grow STEM talent in rural areas. Examples of success and lessons learned are shared.

Collaboration has become an important way for organizations to leverage human resources to create shared organizational goals. Schools, as organizations, thrive on positive collegial partnerships among educators, with effective educator collaborations linked to improved school effectiveness and student outcomes. However, not all collaborations are successful. The current study draws heavily from Coleman’s (1988) social capital framework to understand with whom educators choose to interact and how patterns of interaction facilitate educators’ social capital development. Using an equal status, sequential mixed methods design, K–12 educators’ interview and survey data were iteratively analyzed to explore how educators describe their school-based collaborations, how collaborations reveal distinct social network structures, and how school-based collaborations and network structures lead to educators’ social capital. Findings illuminated four distinct profiles of collaboration that emerged as educators described their school-based collaboration, which were linked to different social network structures and qualities of social capital. These results can be used to inform professional development practices for school administrators and human resources teams through consideration of profiles that may inform responsive school-based collaborations. We discuss additional implications for educator hiring and retention as well as policy around PK–12 teacher standards.

Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC’s race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.

Floyd's murder represents multilayered trauma—mass deaths from the virus, a disproportional number of deaths of People of Color and the economically disenfranchised, countless unwarranted deaths of Black and Brown people at the hands of police, centuries of racist law and policy, economic devastation and social isolation—all made worse by divisive politics Watt (2007) defined a difficult dialogue as "a verbal or written exchange of ideas or opinions between citizens within a community that centers on an awakening of potentially conflicting views of beliefs or values about social justice issues (such as racism, sexism, heterosexism/homophobia)" (p 112) Fundamental to the Theory of Being is a process-oriented approach to change that moves away from developing an imagined end goal and delegating work for others and instead towards maximizing the present moment and recognizing personal responsibility in changing systems To support this, ARC guides faculty, staff, students, and community members to enter the process at multiple levels of the organization, within the scope of their roles and work activities, and based on their levels of knowledge about structural racism and anti-racism work

Research shows that successful collaborations among educators can reduce job-related stress and improve student outcomes. This is important for special educators (SPEDs) working in self-contained settings, as these settings often employ co-teaching models. Teachers’ social and emotional competencies (SEC) may contribute to their capacity to form and engage in these effective collaborative relationships. This study explores the structure of SPEDs’ school-based social networks and how these networks might be influenced by SPEDs’ SECs. The research employed a sequential, equal-status (quantitative + qualitative) design. SPEDs from five schools within one private school system completed surveys about their formal and informal collaborations, co-teaching team quality, and their SECs. In-depth interviews were also conducted to triangulate and expand upon quantitative findings. Results indicate that school network structure may be unique across educational contexts and that SPEDs identify several SECs as critical levers for forming and maintaining school-based collaborations. Implications for fostering SPEDs’ SECs and improving teacher collaborations in schools are discussed.

Although recognized as a highly effective subject-acceleration intervention, accessibility of Advanced Placement (AP) coursework is not equally available to all students. This lack of access may co...

This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students ( N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s grade or within a grade by using the unique string of correct and incorrect answers the student makes while taking the test. This differentiation may have implications for identifying or classifying students who are ready for advanced coursework. An exploration of the differentiation for Math, Reading, and Science tests and the impact the different measurement frameworks can have on classification of students are explored. Implications for academic talent identification with the talent search model and development of academic talent are discussed.

This research investigates high-achieving, rural middle-school students’ academic attributions and self-efficacy. The study sample (n = 77) included middle-school students attending schools in rura...

Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigatin...

Twice-exceptional individuals are those that have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones are able to predict the number of diagnoses after controlling for IQ and age. Study results show that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail.

Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail.

Data-based individualization (DBI) is a process of collecting and analyzing data on students’ response to intervention and then making intervention adaptations accordingly. Although this process can lead to better student outcomes, very few teachers are trained in the components of DBI, particularly in relation to behavior. Improving practice requires not only ongoing professional development but also understanding about how teachers’ experiences in training can lead to better outcomes. Within the context of implementing a behavior intervention, the purpose of this study was to evaluate how participating in ongoing professional development on DBI affects teachers’ perceptions of themselves in relation to the DBI framework over time. Using a convergent, parallel mixed-methods research design, we evaluated the conceptual understanding, self-efficacy, and perceptions associated with DBI before, during, and after professional development of 16 general and special education teachers. Data analysis indicated teachers reported significant improvements in all three areas over time. Qualitative data indicated active practice and collaboration with other professionals contributed to these improvements. Key findings, limitations, and future directions are discussed.

Background/Context Research has also shown that educators who are more socially and emotionally competent are more likely to create nurturing relationships and high-quality classroom environments that result in more academic success for students. Despite the importance of teacher-student relationships on student outcomes, limited research has investigated factors that contribute to development of these relationships, particularly for special education teachers (SETs) working with students with emotional/behavioral disorders (EBDs). Focus of Study This study explores educators’ emotions in the classroom through emotional labor theory, a framework for understanding how employees engage in the deliberate suppression or expression of emotions to achieve an organization's goals. We empirically investigate the potential connections between SETs’ perceptions of their administrators’ expectations about emotional displays, SETs’ emotional acting strategies, and teacher-student relationships. Setting This study was conducted within three schools in Western Pennsylvania serving students with EBDs in self-contained classrooms. Participants Participants included SETs (N = 61) serving K–12 students who have been identified as having EBDs. SET demographics were as follows: 75% female, average age 32 (range 23–51), and 97% Caucasian. Participants averaged 4.62 years of teaching experience with the study site. Research Design All SETs reported on their perceptions of emotional labor and their working alliances with each of their students in the fall semester. Students were nested within teachers, so we used multilevel path analyses to estimate mediational effects of emotional display rules and emotional acting on the teacher-student working alliance. Results The results of this study suggest important connections between SETs’ perceptions of emotional display rules, their use of emotional acting strategies, and their working alliances with students with EBDs. Specifically, SETs’ reported perceptions of negative display rules affected how they engaged in surface acting when interacting with students. SETs’ ratings of surface acting were associated with their working alliance tasks scores. Conclusions/Recommendations These findings confirm recent research showing that educators engage in emotional acting and that some dimensions of this acting contribute to their relationships with students. Our findings may also suggest that surface acting is an acceptable emotional acting strategy that supports SETs’ relationships with students. Because the emotional labor research in special education has yet to extrapolate on what display rules lead to the emotional acting strategies that the organization desires, how we make these rules more explicit could help teachers establish more sensibility regarding this area of their job.

At colleges and universities around the world, faculty serve a critical role in supporting the well-documented practice of undergraduate research, scholarly and creative activity. Using unique data from an online survey of faculty members (n = 223) at three colleges and universities in the United States, we investigate the individual and institutional factors that facilitate or inhibit faculty members' willingness to provide undergraduate students with research opportunities. We focus our quantitative analysis on individual and institutional variables associated with faculty participation. Our work confirms prior qualitative research, indicating the significance of institutional support for faculty engagement in undergraduate research mentoring.

Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students’ responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly ( p < .001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students’ response are discussed.

This study examined the effects of experiential learning courses on the well-being of undergraduate students (n = 76, 77.6% female, 67.1% White). A repeated-measures design was used to compare changes in resilience, mindfulness, emotional reappraisal, and social connectedness across three different course formats. All students saw increases in mindfulness; social connectedness was particularly sensitive to the course format. Through integrating academic and experiential learning, students can experience steady increases in multiple components of well-being.

High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students’ talent development. Using a concurrent triangulation mixed-methods research design, this study was conducted to evaluate the experiences of 78 high-achieving students and their 32 teachers, participating in an extracurricular, school-based, STEM talent development program for rural students from economically disadvantaged communities. Findings suggest that students and teachers expressed satisfaction with program participation and that they thought more creatively and critically about their work. Results also showed that students’ perceptions of the mathematics and science activities were significantly different, which informs ways to improve programming for future high-achieving, rural students. These findings expand the literature supporting the use of informal STEM education environments for underserved gifted populations to increase engagement in and access to challenging curricula.

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.

High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural students for an extracurricular math and science enrichment program. Results from our analyses indicated that a more inclusive talent pool differentiated among high achievers to find greater percentages (13%) of talented students compared with most gifted programs (3% to 5%) or Talent Search programs (5%). Overall, students’ math and science scores were related to a 75% and 50%, respectively, greater odds in being identified for the extracurricular program. Regardless of program participation, all talent pool students increased their math and science achievement; however, there were some significant gender differences.

Teachers’ emotions in the classroom shape their ability to nurture positive relationships with young children. There is increasing interest in understanding how teachers manage and express their emotions on the job through the use of emotional labour, or the deliberate expression or suppression of emotions to achieve organizational goals. This study investigates how preschool teachers’ emotional labour informs their interactions with young children. Using quantitative survey and observation data from 123 preschool teachers, we found that preschool teachers’ use of emotional labour, particularly surface and deep acting, and their limited perceptions of emotional display rules were linked to the quality of their interactions with young children. Also, the associations between emotional labour and teacher–child interactions were moderated by their perceptions of emotional display rules. Findings have implications for early childhood care and education policy and practice, as well as future research r...

This study examined how family socioeconomic status and social emotional climate together with neighborhood affluence predict the probability that college attainment in emerging adulthood (20–26 years old) matched college expectations reported during adolescence. Using three waves of data from the National Longitudinal Study of Adolescent and Adult Health ( n = 7,213, 54% female, 53% White, 21% Black, 15% Hispanic, 11% other), results from multilevel multinomial logistic models reported direct and positive effects of neighborhood and family affluence on the probability that college attainment in emerging adulthood matched or exceeded the expectations reported during adolescence. Family cohesion was associated with lower odds of overachievement. An interaction effect revealed that parents’ educational expectations were more strongly associated with college achievement outcomes in higher income families. Understanding how families and neighborhoods predict college achievement can help institutions focus on methods of intervention to best support the transition to adulthood.

Demographic shifts in the United States have resulted in similar demographic shifts between K-12 teachers and their students, resulting in important implications for the educational outcomes of traditionally marginalized students and educators’ cultural awareness required in teaching diverse classrooms. Using data from the Three-City Teacher Study, this study examined students’ (N = 207; 55 % female; 52 % non-Hispanic Black, 48 % non-White Hispanic; mean age = 16.70 years, SD = 1.67) and teachers’ (N = 202; 71.5 % female; 64.3 % white; mean years of experience = 13.80 years, SD = 10.83) agreement on the potential educational attainment of the student. Specifically, we explored the probability that teachers had lower, matched, or higher perceptions of educational attainment compared to their low-income Black and Hispanic students’ perceptions of attainment while accounting for teachers’ and students’ reports of school connectedness, teachers’ cultural awareness, and moderating effects of students’ race. Results from multinomial logistic regressions found that teachers were more likely to have lower perceptions of educational attainment for Hispanic students compared to Black students. Teachers were also more likely to have lower perceptions when they perceived students to have low school connectedness. For Black students, teachers’ cultural awareness attenuated this association; that is, teachers were more likely to have higher perceptions of educational attainment for Black students when they reported higher cultural awareness. The reverse was true for Hispanic students. These results enhance our understanding of how teacher and student perceptions shape expectations of educational attainment with implications for teacher education and professional development domestically and internationally.

Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age = 7.88 years, SD = 1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher–child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elem...

The objective of the present study was twofold: 1) to understand how perceived community and family supportive control during early adolescence were associated with late adolescent after-school involvement while controlling for self-selection factors for a sample of low-income, urban, minority adolescents; and 2) to examine how congruency between the perceived community and family contexts influenced after-school involvement overtime. Three waves of data from the Welfare, Children, and Families: A Three-City Study were used (N = 528; Ages 16-20 at Wave 3). First, a series of lagged Ordinary Least Squares (OLS) hierarchical multiple regressions were conducted to determine if exposure to early community and family supportive control was linked with late adolescent after-school involvement. Results show that early after-school involvement and being male were linked to increases in after-school involvement over time. A trend-level main effect for perceived community supportive control was found, whereby adolescents living in areas with high community supportive control decreased their involvement over time. Secondly, to determine if there were differential effects of environmental congruency for youth in after-school involvement, dummy categories for the environmental congruence groups were included in an additional hierarchical regression. Adolescents living in incongruent environments, specifically living in areas perceived as being low in community supportive control and high in family supportive control significantly increased after-school involvement compared to those living in environments with average supportive control overtime. Results are presented separately by adolescents’ gender and ethnicity as well. Implications for early intervention are explored.

Guided by Bronfenbrenner’s ecological theory of human development and social capital theory, this study examined the pathways that link childhood neighborhood assets, adolescent family and school social capital, and civic involvement in emerging adulthood. Three waves of data from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel structural equation models were used to examine the hypotheses set forth in this study. Findings revealed that adolescent family and school social capital were shown to have unique influences on reports of civic involvement in emerging adulthood, and the effect of childhood neighborhood assets was mediated by the degree of family cohesion in the adolescents’ home. Moreover, the expression of neighborhood, family and school pathways to civic involvement in emerging adulthood were found to differ by neighborhood groups, gender and race. These results help to illustrate the importance of examining multi-contextual influences on civic involvement in emerging adulthood. In addition, the results from this study can inform efforts to strengthen the theory of adolescent civic engagement and policies on how to educate youth and communities on civic engagement and its benefits.

Interdisciplinary research is a valuable approach to addressing complex real-world problems. However, undergraduate research mentoring is discussed as an activity that happens in disciplinary silos where the mentor and student scholar share a disciplinary background. By transcending traditional academic divisions, we argue that mentors can train a new generation of scholars who think innovatively and create integrative research questions. We examined a sample of undergraduate students and their faculty mentors to determine the extent to which interdisciplinary research teams exist at George Mason University. Results indicated that interdisciplinary research teams are rare and faculty rank was their main predictor. University administrations can make specific choices regarding recognition and support for interdisciplinary undergraduate research mentoring that also advance institutional mission and values.

This study examined whether race/ethnicity and family income level moderated associations between children’s affective social competence and teacher–child relationships among 132 Black, White, and Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher–child conflict and dependence. In contrast, Black children had closer, less conflict-laden, and less dependent teacher–child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher–child relationships, particularly for Latino and Black children compared with high-income White children. Emotion regulation was positively associated with teacher–child closeness for Black children. However, it was negatively associated with teacher–child conflict for Latino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher–child relational quality. Findings are discussed in terms of the functional role of emotions for teacher–child relationships and suggest important contextual influences on the associations.

Discourse around immigration reform largely centers on economic and national security issues and rarely mentions the well-being of families. This paper applies Family Impact Analysis (FIA) and rhetorical discourse analysis to the congressional hearings, debates, and documents surrounding the Development, Relief, and Education for Alien Minors (DREAM) Act to examine representations of immigrant families and implications for their well-being. Our analysis reveals that while the discourse in the DREAM Act and related congressional documents gives voice to undocumented children, it undermines family well-being. In particular, the Act promotes the rights of children over their parents, discourages family stability and unity, and impacts family interdependence negatively. Findings suggest that further consideration of FIA, in light of immigration reform efforts, is essential to crafting a policy that supports children and families during periods of transition.

Metaphors help us understand students' role in education. Are students products, consumers, or clients?

The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.

Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with ...

Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study (n = 135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence groups were created based on levels of high and low maternal and child care provider sensitivity. Children with high maternal sensitivity and low child care provider sensitivity had lower scores on measures of social competence and applied problems compared to children with high maternal and child care provider sensitivity. Children with low maternal sensitivity but high child care provider sensitivity displayed higher emotional competence than children with low maternal and child care sensitivity, implying an important protective benefit of child care. Practice or Policy: Current state and federal policy climates, including recently awarded Early Learning Challenge grants focus...

Objective: This study explored how cyber aggression perpetration moderates the relationship between dominance and emerging adults' perpetration of psychological and physical intimate partner violence (IPV) using couple data. Method: The Dating Relationships Survey was administered online to emerging adult dating couples (n = 148 couples). Both partners answered the same questions about control, violence, and cyber aggression in their relationships after agreeing to an honor code that stated they would complete the survey separately. Results: Actor-partner interdependence models showed that dominance and cyber aggression have significant actor effects, but the effects are different for men's and women's psychological and physical IPV perpetration. The models also revealed significant partner effects. Contrary to the hypothesis, women's cyber aggression reduced the relationship between women's dominance and physical IPV perpetration for their boyfriends. Conclusions: Electronic communication plays an important role in mitigating physical IPV perpetration for men. As such, dating violence prevention programs should educate couples about healthy expression of emotions in an online environment to reduce the use of cyber aggression and physical IPV in romantic relationships.