Gender and Age Differences in Child Adjustment to Parental Separation

Abstract

The present study examined gender and age differences in adjustment among children whose parents have separated. Measures designed specifically to assess family functioning during the divorce process (the Divorce Adjustment Inventory-Revised, and Child Divorce Adjustment Inventory), along with a measure of self-esteem and interviews with children, provide an in-depth exploration of the experience of families during the transitional period of separation. Results indicate that (1) parents of girls reported higher resolution of the separation, (2) high self-esteem for girls was mediated by residential parents' high socioeconomic status, (3) older children exhibited higher adjustment than younger children, and (4) father-headed families indicated higher adjustment before and after separation. Using a model of divorce as a process, results are discussed in relation to findings from studies of post-divorce and pre-separation families to provide a more complete picture of the divorce experience and child adjustment to that experience.     

Parental Expenditures on Children's Education

This study examined selected factors related to parents' allocation of money for children's primary and secondary education and, if money was spent on education, the variation in the amount spent. Cragg's double-hurdle model was utilized to analyze data from the 1996 Consumer Expenditure Survey on 331 families that spent money on their children's primary and secondary education and 827 families where parents reported no such expenditures. Factors that were significantly related to spending money on children's primary and secondary education, included after-tax income, parent's education, region, and season of the year. Variables significantly related how much was allocated to children's primary and secondary education, included after-tax income, parent's education, age, and race.     

Ethnic Differences in Women's Emotional Reactions to Parental Nonsupportive Emotion Socialization

Recent evidence suggests that the association between parents’ use of nonsupportive emotion socialization practices and their children's subsequent negative emotional outcomes varies based on ethnicity. The goal of this study is to test the proposition that African American women interpret parental nonsupportive emotion socialization practices less negatively than European American women. In this study, 251 European and African American women completed a measure on recalled feelings when their parents engaged in nonsupportive emotion socialization practices during childhood. Results indicated that African American women reported feeling more loved and less hurt and ashamed than European American women when their parents enacted nonsupportive emotion socialization practices such as ignoring, punishing, minimizing, and teasing them when distressed. Possible mechanisms for this difference and the need for additional research exploring ethnic differences in emotion socialization and its effects on adjustment are discussed.     

Attachment Style Differences in the Parental Interactions and Adaptation Patterns of Divorcing Parents

The purpose of this study was to determine if the quality of children's relationships with their primary residential par- ents interacts with interparental conflict to predict children's postdi- vorce psychological adjustment problems. It was predicted that a high quality relationship would moderate the relation between inter- parental conflict and children's psychological adjustment problems such that this relation would be significantly attenuated for children with high quality relationships, defined in terms of high levels of acceptance and high quality communication. No support was found for this hypothesis. Implications of these findings for the development of preventive intervention programs and directions for future research are discussed.     

Internalizing Symptoms in Adolescents: Gender Differences in Vulnerability to Parental Distress and Discord

This longitudinal study investigated gender differences in the relation between (1) internalizing symptoms of depression and anxiety reported by adolescents, and (2) emotional distress and marital discord reported by their mothers. Structural equation modeling was used to track the relationship between these variables in a community sample of 116 males and 101 females and their parents across three data intervals roughly corresponding to early adolescence (M = 11,4), mid‐adolescence (M = 13,7), and late adolescence/early adulthood (M = 19,2). For early adolescents, there were no gender differences in the relation between internalizing symptoms and parental distress and discord. Gender differences did emerge, however, by midadolescence, at which time parental disturbances were significantly associated with internalizing symptoms in adolescent females but not adolescent males. The emergence of this risk factor during this developmental phase may help account for frequent findings that place adolescent females at higher risk for anxiety and depression than adolescent males.     

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.     

Differences in Parental Monitoring Components and Their Associated Health Indicators Between Sexual-Minority and Heterosexual Girls

ABSTRACT

Our study sought to assess whether parental monitoring and their associations with health behaviors differed for heterosexual girls compared to sexual-minority girls (girls who identified as lesbian or bisexual, endorsed same-sex attraction, or had same-sex romantic or sexual partners). We analyzed three components of parental monitoring—adolescent disclosure, parental solicitation, and parental knowledge—between heterosexual and sexual-minority girls. We also tested if the associations between these three constructs and adolescent relationship abuse, suicidality, heavy drinking, binge drinking, anxiety symptoms, and depressive symptoms were different for heterosexual girls compared to sexual-minority girls. Sexual-minority girls were less likely to disclose accurately to their parents their location and activities and perceived their parents asked less and knew less about their location and activities than did heterosexual girls. Heterosexual girls who reported higher levels of adolescent disclosure were less likely than were sexual-minority girls to report suicidality and anxiety symptoms. Additionally, heterosexual girls who reported higher levels of parental knowledge were also less likely than were sexual-minority girls to report anxiety and depressive symptoms. These findings suggest that parental monitoring may not be as protective for sexual-minority girls as it is for heterosexual girls.     

Differences Comparison between Secondary School Education and University Education

From primary to junior high, junior high to high school and high school to university, each stage has its own specific characteristics. Secondary school education and university education are two of the most important steps in our life education. The two are either relatively independent or inextricably linked. On the one hand, secondary school education foreshadows university education. On the other hand, university education brings infinite possibilities for students to further study. This essay focus on the differences between secondary school education and university education, so as to connect the two in a better way.     

Differences in Views of Family Life According to Age,Gender, and Parental Marital Status

A sample (N = 706) of children, adolescents, young adults, and older adults were surveyed with regard to their views of family. Young adults endorsed more nontraditional views than children and older adults and were more likely than other age groups to indicate that there is no best family type. Children and older adults were more likely than adolescents and young adults to endorse married or living together parents as the best family type. Women and respondents who had experienced parental divorce endorsed traditional views of family less strongly, but women also endorsed stronger expectations for their own family formation. Findings support the possibility of both developmental and sociocontextual influences on attitudes toward family life.     

A Pilot Study Evaluating Students' Interest in International Social Work Education

International social work (ISW) has gained traction across the USA with a number of schools taking the lead in promoting the values of social work through exchange programs, service learning, and volunteerism. The internalization of campus through the proactive action of institutions to incorporate global perspectives into teaching, learning, and research in order to build intercultural competence among students, faculty, and staff has received little attention. This paper assesses the level of interest of social work students at a large urban university in the southwestern USA in embracing ISW and how they conceptualized their learning needs. Using a self-administered web-based survey offered to a total of 1,500 social work students with 18% respondent rate, the research determined through a chi-square test that students in Bachelor of Social Work, Master of Social Work, and PhD programs had a significant difference in preferences in areas of interests (χ² = 153, p ≤ 0.000). Overall, students demonstrated interest in direct practice (74.3%) and community and administrative practice (16.6%). Students also differed in their level of interest in participating in international exchange programs (χ² = 9.6, p = 0.047). Discussions address specific and unique interests categorized broadly as ‘globalized social worker,’ ‘humanitarian social worker,’ and ‘policy social worker,’ each of which requires specific skillsets and advanced behavior skills.     

美国特殊需要儿童早期教育中的家长参与

美国特殊需要儿童早期教育中的家长参与经历了合法化、专业化和机制化的发展历程,也实现了从弱势争权到反客为主的地位转变。美国家长参与的有效实施得益于畅通的外部保障机制和家长内在的自我实现机制。其中,联邦政府、州政府、地方教育当局和科研机构在外部保障机制中发挥了重要作用,而家长倡导则是家长参与不断深入的主要推动力量,在此过程中,家长专业性的提高和文化、社会资本的积累是家长赢得参与话语权的关键因素。     

Parental Strains and Rewards Among Mothers: The Role of Education

Using data from the NICHD Study of Early Child Care and Youth Development (N = 1,198), this study examines the associations between education and parental strains and rewards among mothers of young children. Findings indicate that a college degree or more is related to less parenting anxiety, but more role captivity, and less new life meaning from parenting than lower levels of education. Differences by education are partly explained by variation in levels of progressive parenting values and work commitment, but remain significant. These patterns indicate that education provides greater resources that ease parental anxiety, but also leads to greater perceived demands of having a successful career, which contribute to more role captivity and less new life meaning from parenting.     

The Relationship Between Mandatory Divorce Education and Level of Post-Divorce Parental Conflict

Abstract

This study assessed the association between conflict between divorced parents and their attendance or nonattendance at a divorce education program. A telephone interview was done with 160 individuals who participated in the education program and 59 individuals who did not. Both males and females in the nonattendance group had higher conflict scores than the attendance group. Attendance at the divorce education class was found to be associated with whether a subject will return to court or not. Those who attended were less likely to return to court related to the divorce.     

Parenting Strain Among Mexican‐Origin Mothers: Differences by Parental Legal Status and Neighborhood

Despite increasing recognition of the critical importance of legal status for understanding the well‐being of immigrants and their families, there has been scant research on this topic. Using Wave 1 of the Los Angeles Family and Neighborhood Survey (2000–2002) and the 2000 decennial census, the authors investigated how parenting strain among Mexican‐origin mothers varies by legal status and neighborhood context. They found significant differences in parenting strain by nativity and legal status, with undocumented mothers reporting the lowest level. Results from multilevel models with cross‐level interactions reveal that the influence of neighborhood immigrant concentration differs by legal status. Percent foreign born in the neighborhood is associated with reduced parenting strain for documented Mexican‐origin mothers, whereas it is associated with heightened parenting strain for undocumented Mexican‐origin mothers. The findings provide empirical support for the need to recognize legal status distinctions in studies of the well‐being of immigrants and their families.     

Gender Differences in Social Acculturation and Social Capital in Determining Marital and Parental Role Expectations Among People of Mexican Descent

Men and women experience acculturation differently, creating acculturative gaps that may affect traditional family role expectations. In the current study, additive moderation between social acculturation, bonding social capital, and gender in relationship to marital and parental role expectations was explored among Mexican Americans (N = 314). The results indicate that when bonding social capital is at low to moderate levels, women are more committed to marital and parental roles and report more marital reward value as social acculturation increases. However, as bonding social capital and social acculturation increase, women report less marital reward value and marital and parental commitment. The size and quality of personal networks among Mexican American men and women appear to relate to social acculturation’s conditional relationship to family role expectations.