Search

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 study is an exploration of "DisCrit Mothering," of education, research, and activism, rooted in our radical love for our children facing barriers and injustices due to intersectional oppressions in schools. We employ critical duoethnography to discuss and analyze our experiences, understandings, and lessons learned in our mother-son educational journey through counter-storytelling of four pivotal events to counter implicit bias and majoritarian narratives. We identify patterns of racism, ableism, and exclusion in our stories and share our lessons learned. We identify the need for a better understanding of dis/ability, timely identification, a rejection of deficit-focused approaches, and student and family involvement in IEPs. We make ourselves vulnerable to share our stories, using our lessons learned to urge educators to question their perceptions of multiply-marginalized students and to focus on care and equity versus discipline.

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.

Aided conversations differ from spoken ones in their transitions between turns and symbols because seeking and choosing symbols takes more time than speaking words naturally. This study adopted the concepts and principles of conversation analysis (CA) to analyze the transitions between symbols during the construction of aided turns. The data was from the spontaneous conversations at home between mothers and four males (sons) who used speech-output technologies. The analyses compared the durations of transitions between turns and symbols and frequency of mothers' talk during the transitions. The mothers most often remained silent during the symbol-transitions, but when they talked, their speech was inspired by the current context and was not coincidental. When the mothers spoke during the symbol-transitions, their sons either continued or paused constructing their turn. Despite the effect on the progress of conversations, the participants did not orient to these expanded aided turns as challenging. The expansions manifested (a) in parallel (b) side by side with the aided turn, and (c) as a part of the ongoing aided turn. Analyzing the structural characteristics of aided conversations deepens our understanding of theoretical concepts, offers strategies to guide aided communicators and their partners, and helps to develop augmentative and alternative communication technologies that promote interactive communication.

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.

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.

Purpose: Past research shows that parentally responsive behavior toward the child positively influences language development in both neurotypical children and children with intellectual and developmental disabilities, including those with fragile X syndrome (FXS); however, most studies have focused exclusively on the mother--child relationship. The current study examined relationships between parent behavior (i.e., responsivity and behavior management) and child language performance in both mother-child and father-child interactions, as well as relationships between child characteristics and both parent behavior and child language. Method: Participants were 23 families of young boys with FXS between 3 and 7 years of age. Mothers and fathers independently completed questionnaires assessing child characteristics and separately engaged in 12-min play-based interactions with their child via telehealth. One parent also completed a comprehensive interview assessing child adaptive behavior. Video recordings of the parent--child interactions were transcribed and coded for parent and child behavior, and measures of parent and child language were obtained from the transcripts. Results: Mothers and fathers used similar rates of responsive behaviors during parent-child interactions, and parental responsivity was positively associated with some aspects of child language performance (i.e., talkativeness and lexical diversity). Parental behavior, however, was not associated with syntactic complexity. Older children and children with higher levels of adaptive behavior had parents who used higher rates of responsive behaviors. Fathers used higher rates of behavior management strategies compared to mothers, and this type of parent behavior was not associated with child language. Conclusion: Overall, this study provides evidence that interventions focused on increasing parental responsiveness would be beneficial for families of children with FXS and that these interventions should be delivered early given the association between responsivity and child age.

This paper wants to study in deep one of the existing services to help and to improve the parent-son's relation: the "child contact centre". This centre is a place where children can meet their parents after different family problems, from parental conflicts until violence and abuses. It's very important that each child could have the possibility to continue to live with his family as reported by the "UN Convention of childhood and adolescence's rights" (1989). The history of these meeting centres is very recent and, in the same way, also the role of the social workers. For this reason, research of peculiarities of this place and the rules of the operators involved is very important. In particular, the history moment where we are living today with the "COVID-19" spread all over the world, has caused many problems in the families and it has compounded family situations already compromised. The choose of this theme is also born from the need of study in deep the organization and the functioning of a child contact centre. This is one of the services most complex and heterogeneous and that's why even today again it doesn't exist one guideline that is the same in each contest. Finally, the paper wants to describe this service and, mostly, it wants make some proposals about the best practises or operations that could improve it.

Drawing on the narrative inquiry of 32 in-depth interviews with parents of sons who study in Science, Technology, Engineering, and Mathematics (STEM) fields in tertiary education, we described the multi-dimensional picture of intergenerational mobility and reproduction derived from the Big Class, Microclass, and Cultural Mobility Models. We explored the process of STEM career choice for students with parents in STEM vs. non-STEM-related occupations from different SES. All parents encouraged their children to acquire higher education and conveyed their career expectations for high-status careers by emphasizing the importance of education, while almost totally avoiding recommendations for pursuing "specific occupations." We found that parental professional status is less decisive in explaining their son's occupation than parental level of education. Parents with high SES with a STEM or non-STEM occupation encouraged Big Class "reproduction" for their sons, while working class parents desired Big Class "mobility."

In this autoethnography I explore the impact of my father's alcohol dependency on my relationship with him and implications for my own recovery from alcohol-related harm. Sketching, layering and poetic interludes help to move around the hyphenated space of son-father relations showing the wounds associated with his alcohol ab/use. The writing shows how I internalised and embodied other family members' shame, compounding my detachment and father hunger. It also shows how "energy of the wound" fuelled positive adaptations, learning to be "with" my adult-child-of-an-alcoholic-"ness." I hope the writing helps both writer and readers make things better by offering new vistas on hardship, loss, adapting and healing. Connecting with clinical audiences, potential implications for effective counselling are discussed.

Despite growing evidence that parent-child sex communication (PCSC) is a positive strategy for adolescent sexual health outcomes, there is little research about what prompts and impedes these conversations among parents of gay, bisexual, and queer (GBQ) adolescent sons. Using interview data from a multi-method qualitative study, we analyzed parental perspectives (N = 15) on non-heteronormative sex communication with GBQ adolescent sons. Our results revealed that parents are most likely to engage in sex communication if they established open communication with their child, accepted their child's sexual orientation, encouraged safe sex practices, and were knowledgeable about LGBTQ issues. Conversely, parents who experience communication discomfort were unable to engage in inclusive and comprehensive sex conversations, thus creating a barrier to effective sex-positive communication. These findings have implications for future research and interventions that promote parents' ability to successfully facilitate conversations about sexual health with their sexuality diverse children.

The constant dehumanization of Black fathers and boys in the media, education, politics, pop culture, and society is traumatic. Deficit perspectives and a racialized political climate often negatively portray the moral, familial, and relational practices that Black fathers and boys engage in with their family members in their homes. Using humanizing research as a framework, we found how photo-elicitation interviews (PEIs) from two separate qualitative studies of a 39-year-old father and a 13-year-old boy helped to evoke deeper meaning and discussions of images of Black men and boys engaging in familial practices and reflecting on school-related events. We argue that humanizing images, especially of Black fathers and boys, can decolonize methodologies between the researcher and participant and provide a complex and unique understanding of Black fathers and boys in educational research. We offer suggestions for using PEI to influence research to build relationships and humanize participants' stories and lives.

Purpose: The purpose of this contribution is to analyse a set of Holocaust survivor testimony transcripts in order to find out their educational value regarding the connection between antisemitism of the past and the present. The narrative analyses are used to generate questions that might be relevant for addressing certain curricular aims within German Social Science Education. Approach: Testimony transcripts of six Jewish Holocaust survivors were reconstructed using portraiture techniques with the aim of capturing the essence of the experience of being Jewish in a given socio-cultural context. Certain themes from the stories were picked out and probed further with other historical and scholarly literature so as to lend them depth and generalisability to theoretical concepts. Findings: Within the context of antisemitism, the following themes are identified and discussed: a sense of safety, love, belonging, solidarity and resistance; set-apart times, Kristallnacht and the burning of the Book of Books; an example of an "identity model" under tension; Father-Son relationship and continued experiences of antisemitic stereotypes. Questions are generated about aspects of cultural and national self-image that could be relevant in Social Science Education.

After having the son with cerebral palsy and auditory neuropathy, the authors had to learn how to advocate for her son. After 12 years of ups and downs, uncertainties, hard work, determination, and tears, her son James graduated from high school with a regular diploma. In this article, she describes of the struggles she and her son had to go through in order for him to receive an education.

In this phenomenological study, the authors explored the lived experiences of 19 African American mothers raising boys and young men to understand how media exposure to community and state violence connects to the physical and mental health of these mothers. Analysis of semi-structured individual interviews revealed six themes: psychological distress, physical manifestations of stress, parenting behaviors, empathic isolation, coping strategies, and strengths. The analysis of the data revealed that these themes were connected such that community and state violence were forces weighing on these mothers, resulting in emotional responses, changes to parenting approaches, physical responses, and empathic isolation, while the mothers' coping strategies and strengths served as forces to uplift. The authors present the lived experiences of the participants through a discussion of these themes and their implications for counseling African American mothers within the current social-political context.

This study examined my experience as a doctoral student following the death of my son. The focus of this research is on the interaction of paternal grief and adult learning in the context of higher education. The central emphasis seeks to offer existential bearing to the interplay between the narrative identities of adult learner and paternal griever that is seldom considered in combination for adult learning scholarship. I employed the reflexive process of autoethnography through free writing and review of personal journals. I used the analytical lens of a dialogical narrator who held two opposing I-positions of the self, adult learner and grieving father. This methodological approach allowed the pursuit of adult learning to emerge into a position that promoted reorganization of my grief, bridging the divergence of loss and gain. This study placed focus on the dialogical I-positions of self as a vector for growth. The novelty of this research is the placement of andragogical considerations in adult learning following paternal grief. These considerations have capacity to endorse the paternal griever I-position to begin understanding grief transition through pursuit of knowledge. Characterizing the embodied transition is central to the bereavement process. Bringing the transition into dialogue with adult learning can provide educators with enhanced instructional precision when planning and conducting learning activities in a grief environment.

Several lines of research suggest that autism is a neurological phenomenon, but the precise associations between neurological activity and the key diagnostic symptoms of autism are yet to be completely clarified. This study examined EEG connectivity and Sensory Features (SF) in a sample of young autistic males by examining bi-directional neural connectivity between separate brain regions as the key potential correlate of SF. Forty male autistic participants aged between 6 and 17 years, with an IQ of at least 70, underwent EEG measurements of their Frontal, Occipital and Temporal region responses to low-, medium-, and high-intensity audiovisual stimulus conditions. EEG connectivity data were analysed via Granger Causality. SF was measured via parent responses about their sons on the Child Sensory Profile (2nd ed.) (CSP-2). There were significant (p < 0.05) correlations between right hemisphere Frontal and Temporal connectivity and CSP-2 dominant scores, largely due to lower Temporal-to-Frontal than Frontal-to-Temporal connectivity. There were no significant correlations between general CSP-2 scores and EEG connectivity data collected during audiovisual stimuli. These results confirm and extend previous findings by adding bi-directional connectivity as an index of brain activity to other studies that used only uni-directional connectivity data when measuring SF. Although there may be a discrepancy between the kinds of information collected via instruments such as the CSP-2 and actual brain electrical connectivity across major regions, these results hold implications for the use of brain-training interventions with autistic boys.

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.

Parent-child communication about sex and sexuality during adolescence may have long-lasting effects on children's sexual self-concept and sexual health. As such, the present study explored the connection between mother-son communication about sex and sexuality while growing up and emerging adult sons' sexual well-being. The sample consisted of 137 sexually active men between the ages of 18 and 23. The findings revealed that open mother-son communication was negatively associated with sons' sexual anxiety and positively associated with sons' sexual satisfaction, but that sons' sexual self-esteem and anxiety did not account for the association between mother-son communication and sons' sexual satisfaction. These findings provide preliminary evidence that sons' perception that their mother provided an open and non-judgmental communication environment for discussing sex during adolescence is associated with positive sexual outcomes for emerging adult sons later in life. These findings and their implications are explored through the lens of communication privacy management theory.

Divorce often creates significant stress that can have an impact on parent-child relationship satisfaction. The purpose of this study was to examine the predictive relationship between parental stress as measured by the Parenting Stress Index, 4th Edition, Short Form (PSI-4-SF) and the parent-child relationship satisfaction as measured by the Parent-Child Relationship Inventory (PCRI) following a separation or divorce. A sample of 17 recently separated or divorced, custodial mothers who had at least one child between the ages 5-13 years were recruited through local schools. Participants completed the PSI-4-SF, the PCRI, and a demographics questionnaire online. A correlation and regression analysis were conducted to analyze the relationship between parental stress and the level of parent-child relationship satisfaction, which was found to possess a significant negative relationship. The stress of the mother was found to affect the parent-child relationship. Neither child gender or child age influenced the relationship between parental stress and parent-child relationship satisfaction. However, mother's with sons reported higher parental satisfaction than mothers with daughters.

Two-hundred and forty undergraduates at a mid-size southeastern university completed a 53-item survey, basically a "report card" on their evaluation of their parents and the parenting they experienced while growing up. Analysis of the data revealed that most were satisfied with the parenting they received from their parents and felt loved by their mothers and fathers. Exceptions included that sexual minority students reported significantly lower levels of love/support from their parents and were less satisfied with their parenting. While mothers received overall higher evaluations, fathers had more open communication with sons than daughters. The structure-function theoretical framework was used to interpret the findings.

A subset of mothers who carry the "FMR1" premutation may express a unique phenotype. The relationship between the "FMR1" phenotype and mother-child interaction in families with fragile X-associated disorders has not been well characterized, despite the importance of high-quality mother-child interaction for child development. This study examined the association between the "FMR1" phenotype and the quality of interactions between mothers and their adolescent/young adult sons with fragile X syndrome. Mother-youth synchrony was coded from a dyadic interaction. Maternal anxiety and depression symptoms, executive function deficits, and pragmatic language difficulties were evaluated. Results indicated that pragmatic language was associated with mother-youth synchrony. These findings highlight the importance of family-centered intervention practices for families with fragile X-associated disorders.

What is the crucible of a father's relationally transformative growth in connection with his sons? In this article, the author first contextualizes relational theory, and then explores the idea that co-identity with a son provides the mortar and pestle for a father's development in same-gendered relationships. In connection with his son, a father revisits and reconnects with his childhood self, re-engaging and rejuvenating his core-relational being. In the data for exploring fathers' relational growth and development a subtheme emerged. This subtheme, an intrapsychic phenomenon I have coined Myson/Myself, is expanded in this article. This hypothesis is based on the data from a qualitative study of 23 fathers, who are reflective of the Greater Boston demographic.

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.

Objective To examine how the components of confirmation (i.e., acceptance and challenge) from mother and father have an indirect effect on college men's body dissatisfaction through self-concept, and if body dissatisfaction, in turn, is related to body change behaviors. Participants: College men (N = 237) aged 18-25 from two large universities completed an online survey. Methods: Structural equation modeling was conducted to test hypothesized mediation model. Results: Maternal acceptance had negative indirect effects on body dissatisfaction through self-concept, and body dissatisfaction, in turn, was positively related to body change behaviors. Mother challenge emerged as a near-significant direct and positive predictor of muscularity enhancement behaviors. None of the paternal variables significantly contributed to the model. Conclusions: Mother acceptance may contribute to sons' positive view of self and their appearance, potentially reducing the likelihood of their engagement in body change behaviors. Intervention can target parent-child communication and enhancement of college men's self-concept.

Drawing on original data on father involvement from a study of 1,684 respondents in 10 Middle Eastern countries, this article explores the intersection of father involvement with gender, geography (Gulf Cooperation Council [GCC] vs. non-GCC), and generations, with educational attainment. To examine these relationships, we conducted a series of ANOVAs and regressions, supplemented with qualitative interview data. Overall, we find that fathers are perceived to be more encouraging of their daughters' education than their sons', that fathers from the GCC are perceived as less involved in their children's education, and that younger fathers are perceived to be more involved in their children's education than older ones. We also find that children who perceived their fathers as encouraging and good providers are associated with higher educational attainment. However, this article underscores the need for further research on the nature and impact of father involvement on education in the Middle East.

Background: The right of people with disability to be self-determining, to live a life of their choosing, is increasingly recognized and promoted. For adults with intellectual disability, support to enable self-determination may be required. This is often provided by family, yet little is understood about the experience of providing such support. Methods: An interpretative phenomenological analysis (IPA) of eight individual, semi-structured interviews with mothers was conducted, to understand the meaning given to their experience of supporting self-determination of their adult son or daughter with intellectual disability. Results: Three superordinate themes were identified: (a) support context; (b) continuum of support roles; and (c) mother's personal concerns. Conclusion: Mothers of adults with intellectual disability experience an ongoing sense of responsibility to balance competing rights and concerns as they support self-determination. This complex, interdependent relationship results in roles that may facilitate, guide, influence and at times restrict choice and control.

The purpose of this multi-institutional qualitative study was to understand the educational pathways of Latino males by underscoring the unique role female family members play in their academic pursuits--through the voice of these young men. Findings demonstrate female family members were identified as being primary supporters of their educational pursuits, and actively leveraged different sources of cultural capital to help Latino males enroll and persist through postsecondary education. This study reinforces extant literature on the importance of family in the educational pathways of Latina/o students. Furthermore, it makes a unique contribution by highlighting the important role female family members hold in the Latino family as educational advocates.

Interest in parents' roles in promoting students' academic success and career aspirations, especially in STEM areas, has grown as educators and world leaders set goals for expanding and diversifying the STEM workforce and extending science literacy across the globe. Responding to a call for research on fathers' roles, and considering the rise in immigrant populations in many regions of the world, the study reported here investigates the experiences of Latino immigrant fathers and their adolescent sons and daughters who participated in Steps to College through science bilingual family workshops. Findings, informed by figured worlds theory, illustrate the ways in which fathers and their children figured identities together that included engaging with science learning in pursuit of college and career pathways.

To study effects of the gender-packaging of science, technology, engineering, and mathematics (STEM) toys, mother-child dyads (31 daughters; 30 sons; M = 5.2 years) were randomly assigned to play with a mechanical toy packaged for girls ("GoldieBlox") or boys ("BobbyBlox"). When familiarizing themselves with the toy to prepare for play, mothers given "BobbyBlox" built more with toy pieces than did mothers given "GoldieBlox." During dyadic play, mothers with sons built more; mothers with daughters read the toy's narrative instructions more. Children's independent play likewise varied with game packaging. Girls learned the mechanical belt-drive principle better from playing with "BobbyBlox"; boys learned the principle better from playing with "GoldieBlox." Implications for gender-schema theories, STEM interventions, and toy marketing are discussed.

The associations between sons' challenging behaviour and mothers' anxiety and depression were investigated in four age-subgroups of boys with Autism Spectrum Disorder and their mothers (n = 49). Significant correlations were found only for the 6-yr-old boys' irritability and their mothers' anxiety (r = 0.808) and depression (r = 0.762), and for the 7-yr-old boys' stereotypy and their mothers' depression (r = 0.745). MANOVA and ANOVA found no significant differences between the irritability of the 6-yr-old boys and that of the remaining boys, nor between the 7-yr-olds' stereotypy and the remaining boys, plus no significant difference in the mothers' anxiety and depression scores across age groups. Implications are drawn for counselling and psychotherapy.

Standardized writing assessments based in linear progressions position teachers for deficit views of young children's emergent writing development. Consequently, the researcher video recorded a writing assessment of his son, Daniel, at age 5 years, 4 months, as he composed a story across pages of a blank book, using an assortment of writing tools. Data sources included the transcription of the writing session and Daniel's final product. The researcher first used open coding then coding based in systemic functional linguistics. Based in ecological and social semiotic perspectives, the researcher shows how Daniel's writing development was expressed interpersonally, with the emerging text functioning as mediational tool. Findings show Daniel's emergent sense of self as a writer, the role of the adult facilitator, and the dynamics of interaction and dialectic of Daniel's internalization process. As formative assessment, next steps in instruction are suggested. The author discusses the necessities of closely observing and supporting young children's composing process and the imperative of a developmental assets perspective when assessing young children's writing, with implications for policy, teacher education, teaching, and research.

Saul Bellow, a distinctive prominent writer in American literature, is frequently concerned with the themes of Jewish culture, and alienation. In Bellow's novel "Seize the Day," Tommy Adler "the maladroit, suffering middle-aged hero of the book, is the pathetic heir in post-war fiction to the failure of the American Dream" (Richmond 15). Tommy abandons his family and endeavors to emulate his father. However, his father's perfectionism and preference for avoidance of his son lead to the protagonist's physical and psychological alienation. Furthermore, the resemblance of their lifestyles and attitudes indicates that their consciousness, sub-conscious, and psychologies follow the same routine. This study will therefore argue the novel's psychoanalytic characteristics.

This article discusses potential opportunities for best practice in the United Kingdom that may be brought about by the Care Act (2014). Carers in the United Kingdom were given new rights within this legislation with a focus on needs led assessment. The underpinning philosophy of the Care Act is to streamline the previous legislation and offers a framework for carers and people in receipt of care, to enable a more personalized approach to care and support. Offering a discussion of likely opportunities brought about by provisions of the Care Act, this article draws on a small study involving older parent/carers of sons or daughters with intellectual disabilities. Exploring the extent to which such parents of adults with intellectual disabilities were aware of the details of this legislation and the potential impact it may have on their lives highlighted other significant areas, some of which are discussed below. Semi-structured interviews were conducted with five parents over the age of 60 of sons or daughters with intellectual disabilities in North West England. The study adds to the body of knowledge and understanding about parents of adults with intellectual disabilities and explores and provides a deeper understanding of parents' experiences of the implementation of this specific piece of legislation and their perception of the relevance of it to themselves. Findings include some awareness of the legislation and some feelings of optimism about its likely implications, although participants appeared less clear about the specificities and the impact of these upon them and/or their sons or daughters. Findings from the semi-structured interviews also showed parent's articulation of the extent of reciprocal care manifest between them and their son or daughter with an intellectual disability, as well as an awareness of the fragility of their own emotional well-being.

Parental academic involvement is critical in promoting children's long-term academic success and may be especially impactful during middle school. However, longitudinal research is lacking for Mexican-origin youth and has focused mostly on mothers. Mexican-origin mothers and fathers reported their academic involvement during seventh grade, and we examined the moderating role of adolescents' reports of parental acceptance and harsh parenting in the association between parental academic involvement and 12th grade academic outcomes (N = 720 families). We also examined whether these associations were similar for girls and boys. Mothers' academic involvement predicted boys' grade point average (GPA) and preparation for postsecondary education for girls and boys. Mothers' and fathers' academic involvement were not associated with girls' GPA. Significant interactions between fathers' academic involvement and parenting were observed. Fathers' academic involvement positively predicted girls' preparation for postsecondary education, but only if their daughters perceived them to have lower levels of harshness parenting. Fathers' involvement was negatively linked with daughters' preparation for postsecondary education if they perceived higher levels of harshness from fathers. Conversely, fathers' academic involvement was positively linked with boys' preparation for postsecondary education if their sons perceived their fathers to have higher or average levels of harshness harshness. Patterns between father-son dyads replicated for a marginal interaction predicting boys' GPA. Parental academic involvement may be crucial for Latino adolescents, and parents may uniquely combine their parenting strategies to yield optimal academic outcomes for their girls and boys.

Parent narratives have contributed to ethnographic accounts of the lives of children with autism, but there are fewer examples of parents producing their own autoethnographies. This article explores the affordances of an online blog for enabling a parent of a child with autism to produce a written record of practice which may be considered 'autoethnographic'. Richardson's framework for ethnography as Creative Analytic Process (CAP) is applied to extracts from a blog post in order to consider its contribution, reflexivity, aesthetic merit and impact. The article addresses the methodological and ethical implications of reconceptualizing parents as researchers and the potential contribution of new writing platforms to the development of auto/ethnography.

Although the assertion that marital hostility relates to higher levels of youth adjustment difficulties has been well established, few studies have examined cooperative marital conflict in relation to youth behavior problems. This study examined the main and moderating effects of cooperative marital conflict on youth behavior problems in a sample of 416 two-parent families. Gender differences also were examined. Youth were in the sixth grade (51% females), and ranged in age from 11 to 14 (X-bar = 11.86, SD = 0.69). Cooperative marital conflict was associated with lower levels of youth internalizing problems. Cooperative marital conflict was related to daughters' but not sons' lower levels of externalizing problems. Cooperative marital conflict also served as a protective factor in the association between marital hostility and youth internalizing problems. These findings highlight the importance of examining cooperative marital conflict above and beyond marital hostility to better understand youth development during early adolescence.

Ethnographic methodology across place and time is used to describe the perspectives of one young refugee boy and his father within the son's school experience. The research illuminates the cultural histories of refugee experience through the Pa'Ndau. The social position of visual texts within Hmong quilts in the son's elementary school and ethnographic data of informants are described to amplify the changes and preoccupation in father and son's school participation across time. The authors argue that though the father's volunteerism in a display of Hmong costumes during a Hmong fashion show at the school is authentic to his culture and history, the relative absence of historical details within the curriculum imparts a misguided understanding of place and people to the children present, assisting (inadvertently) the Hmong refugee assimilation to American culture.

This study aimed to examine the unique and interactive contributions of the quality of mothers' and fathers' relationships with their toddlers to the prediction of children's subsequent executive functioning (EF). The sample included 46 low-risk middle-class families. The quality of mother-child and father-child interactions was assessed independently during separate interactive sequences at 18 months. Child EF problems were reported by teachers in kindergarten. The results indicated that only father-child interactions made a unique contribution to the prediction of children's EF, and no interaction effect was observed. Kindergarteners who benefited from higher quality interactions with their fathers in toddlerhood were considered by their teachers to present fewer EF problems in everyday school situations. These results appeared to be somewhat more pronounced in father-son than father-daughter dyads. Overall, the results suggest that fathering and father-child relationships may deserve more empirical attention than they have received thus far in the EF literature.

This paper sheds new light on horizontal stratification in higher education by studying, in the Israeli context, the choice of institution and field of study of sons and daughters of nonacademic economically established parents. These youngsters wish to reproduce their parents' economic capital, but also to legitimize their social position by acquiring higher education. They can achieve this by studying lucrative professions. We hypothesize that less able children of these parents will use their parents' economic assets to study lucrative fields in the expensive but non-selective private colleges. Since underprivileged women tend to make instrumental choices of field of study, our hypothesis refers to both genders, despite women's well-reported tendency to study non-lucrative fields. The sample consists of 8036 Israeli first-year students in 2014. The analysis is based on a multinomial logistic regression, with the combination of institution and field as the dependent variable. The major findings are as follows: (1) Daughters of nonacademic wealthy parents are unique in their tendency to study lucrative fields; (2) The private colleges enable academically disadvantaged sons and daughters of nonacademic wealthy parents to study business and law, two lucrative fields; (3) These colleges are these women's only option to study a lucrative field, because they refrain from studying lucrative fields in the public colleges, which concentrate on STEM (science, technology, engineering, and mathematics) subjects; (4) When equipped with high credentials, children of nonacademic wealthy parents, men and women, prefer to study lucrative fields in the prestigious universities.

Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported feelings of difference, but these were generally vague. One reported strongly upsetting feelings of difference, while several evaluated difference as positive. All mothers believed their sons had experienced strong feelings of difference, emphasizing friendship rather than academic matters, though children raised both. Despite most reporting only mild feelings of difference, boys, as well as mothers, articulated efforts to minimize these feelings. Although this sometimes caused a sense of inauthenticity, the data suggest that parents' and boys' own efforts to accommodate their needs had largely succeeded and left most boys well-adjusted.

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.

IDEIA mandates that parents be active participants in the educational decision-making process for their children. It is recommended that parents and professionals collaborate for individualized educational services for students with disabilities, especially for students with significant disabilities. Research suggests that parents must advocate for the curriculum content, instructional services, and placement they believe to be appropriate for their child. The purpose of this retrospective study was to explore the experiences of one mother as she advocated over a twelve-year period for effective special education services for her son with significant disabilities. This study used a series of interviews to explore one mother's perceptions of: (a) educational service providers who served her son; (b) the services provided for her son; (c) her decision-making process that resulted in her son transferring between schools multiple times; and (d) her reflections about her family's experiences with the education system. Two primary themes emerged: (a) the perception of congruence or conflict between the mother's views of her son and the educational service providers' views; and (b) family stress during transitions. Limitations of the study and suggestions for future research are presented.

Throughout the world, gender defines an omnipresent and personal identity. Historically gender effects have ventured far beyond the biological aspects of reproduction and deep into societal constraints of action, appearance, freedom, and destiny. Gender provides convenient labels, descriptions, and expectations. Unfortunately history provides many examples where gender has been used as a tool of oppression. The history of the world's most populous nation, China, provides a long and interesting tale of gendered outcomes. We argue that across three generations China has progressed from the gendered atrocity of female footbinding to a somewhat genderless college admissions process. The current generation of China's young women is not only able to run on unfettered feet but also have unprecedented personal options, opportunities, and responsibilities denied to previous generations. This study addresses generational change specifically through the eyes and perspectives of the contemporary women of China. Our study focuses on three generations of women; each formed by very unique cultural and political situations within their natal country. China's contemporary young adult women, born between 1979 and 1985, are typically "only daughters" of a generation of one-child families resulting from China's one-child family policy. This unique generation has grown up without the competition of other siblings. Their mothers grew up in much different era, shortly after the People's Republic of China (1949) was established. These women's lives were affected by the Great Proletarian Cultural Revolution (1966-1976). On average, these women were born to large families with clear preferences for sons. Finally, we extend back another generation to the grandmothers of our seed sample who typically were in the first generation of Chinese women to be free from footbinding. The manuscript begins with a description and history of three historical milestones; each relevant to one of the contemporary generations included in this study. We then provide data showing the speed and direction of gendered outcomes. Finally, we provide a qualitative oral history study of these three generations of women in China through interviews with the young adult women, their mothers, and their grandmothers. The use of oral histories as primary sources has been promoted through several respected historical works (S. Wang 2006). (Contains 5 footnotes, 4 figures and 1 table.)

The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were identified: unconditional belief in son, strong work ethic, encouragement and guidance, maintaining high expectations and fostering determination, pride in son's accomplishments, and mutual admiration and respect. Implications for parents and educators of high-achieving gifted males are discussed. (Contains 1 table)