Parent‐Adolescent Communication About Sex: Retrospective Reports by Latino College Students

Latina female (n= 97) and Latino male (n= 69) college students (M age = 21.4 years) completed self‐report surveys regarding family of origin experiences, including sexual communication with parents while growing up. Latino parents of this comparatively highly educated sample tended to use direct rather than indirect strategies for communicating about sexuality with their children. Young women reported higher levels of sexual communication with mothers while growing up than did young men, and respondents reported less communication with fathers than mothers. Among young women, sexual communication with mother was positively associated with non‐Mexican origin and negatively associated with having older brothers living at home. In contrast, maternal education was positively associated with mother‐son communication about sex. Paternal education and the absence of older brothers positively predicted communication with both sons and daughters. The analyses provide novel information regarding sexual communication in Latino families and suggest directions for future research.     

Parents’ Reports of Sexual Communication With Children in Kindergarten to Grade 8

We examined factors associated with parents’ reports of three aspects of parent‐child sexual communication, quality, frequency with which parents encouraged questions, and extent of communication, on each of 10 sexual health topics. Participants were 3,413 mothers and 426 fathers with children in kindergarten to grade 8. Parents’ demographic characteristics, own sexual health education, knowledge and comfort talking about sexuality with their children, and ratings of the importance of comprehensive school‐based sex education plus child gender and grade level were uniquely related to their self‐reported sexual communication with their children, although different predictors were associated with various topics. These results highlight the need to include characteristics of parents, their children, and the communication itself in research on parent‐child sexual communication.     

Cohabitation and Children's Externalizing Behavior in Low-Income Latino Families

We consider the association of cohabitation experience with externalizing behavior among children of Latina mothers whose ethnic origin is in Mexico, Puerto Rico, or the Dominican Republic. Data were drawn from three waves of the Three-City Study (N=656 mother-child pairs). Children of Mexican-origin mothers had higher externalizing problems in childhood and adolescence when their mothers were born in the United States or immigrated as minors. For children of Caribbean-origin mothers, being born to a cohabiting or married mother had a statistically equivalent association with externalizing behavior when mothers were born outside the mainland United States (Dominican and island-born Puerto Rican mothers). Children of mainland-born Puerto Rican mothers had more behavior problems when their mothers cohabited at birth.     

Adolescent Pregnancy's Intergenerational Effects: Does an Adolescent Mother's Education Have Consequences for Her Children's Achievement?

Although substantial work has examined the influence of adolescent pregnancy on mothers’ developmental outcomes, few studies have investigated the influence of adolescent mothers’ educational attainment on their children's achievement. This article examined the reading and math achievement trajectories of children born to adolescent and nonadolescent mothers with various levels of educational attainment. Results demonstrate that higher levels of maternal education predicted children's higher initial achievement at kindergarten and growth in achievement through eighth grade. The achievement of children with adolescent mothers, however, never reaches parity with the achievement of their peers with nonadolescent mothers. Race also predicted achievement differences. Black and Latino children of adolescent mothers were at greater risk for underachievement.     

Reexamining the Association of Maternal Age and Marital Status at First Birth With Youth Educational Attainment

We reexamined the association of maternal age and marital status at birth with youth high school completion using data from the Children and Young Adult sample of the 1979 National Longitudinal Survey of Youth and giving attention to multiple age categories and race and ethnic variations. Youth born to older teen mothers were no more likely to graduate from high school than those born to the youngest teen mothers. Although delaying childbirth to young adulthood was associated with greater odds of children's high school completion when compared with the earliest teen births, those born to young adult mothers were disadvantaged when compared with those born to mothers aged 25 years or older. Being born to an unmarried mother was associated with lower odds of high school completion. We found no evidence that maternal age at birth more strongly predicted high school graduation for White compared with Latino and Black youth.     

Ambivalence Toward Adult Children: Differences Between Mothers and Fathers

The authors examined how ambivalence toward adult children within the same family differs between mothers and fathers and whether patterns of maternal and paternal ambivalence can be explained by the same set of predictors. Using data collected in the Within‐Family Differences Study, they compared older married mothers' and fathers' (N = 129) assessments of ambivalence toward each of their adult children (N = 444). Fathers reported higher levels of ambivalence overall. Both mothers and fathers reported lower ambivalence toward children who were married, better educated, and who they perceived to hold similar values; however, the effects of marital status and education were more pronounced for fathers, whereas the effect of children's value congruence was more pronounced for mothers. Fathers reported lower ambivalence toward daughters than sons, whereas mothers reported less ambivalence toward sons than daughters.     

Work Characteristics and Parent‐Child Relationship Quality: The Mediating Role of Temporal Involvement

This study investigated whether the amount and nature of parent‐child time mediated the association between parental work characteristics and parent‐child relationship quality. We based hypotheses on the conflict and enrichment approaches, and we tested a path model using self‐collected data on 1,008 Dutch fathers and 929 Dutch mothers with school‐aged children. Longer working hours and less work engagement were associated with less parent‐child time and longer working hours, more restrictive organizational norms, stress, flexibility, nonstandard hours (mothers only), and work engagement increased the disturbance of parent‐child activities. Less and more disturbed parent‐child activities were, in turn, associated with a lower parent‐child relationship quality. In addition, work engagement and working hours had direct, beneficial effects on parent‐child relationship quality.     

Single,Cohabitating, and Married Mothers’ Time With Children

Utilizing the 2003 and 2004 American Time Use Survey (ATUS), this study examines the relationship between family structure and maternal time with children among 4,309 married mothers and 1,821 single mothers with children less than 13 years of age. Single mothers spend less time with their children than married mothers, though the differences are not large. Marital status and living arrangement differences in time with children largely disappear or single mothers engage in more child care than married mothers after controls for socioeconomic status and other characteristics are introduced. Thus, less maternal time with children appears to be mainly attributable to the disadvantaged social structural location of single mothers rather than different proclivities toward mothering between married and single mothers.     

Educational Progress and Parenting Among Mexican Immigrant Mothers of Young Children

This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through the educational system in the United States, which often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS‐K). The results suggest that mothers who pursued their own schooling over a 4‐year period, regardless of whether they obtained a degree, increased their engagement with their children's schools during that same period. The results appear to be robust to a wide range of factors that select women into continuing education.     

Mothers' Differentiation and Depressive Symptoms Among Adult Children

Parents' differentiation has been linked to negative psychological and behavioral outcomes in children, adolescents, and young adults. This line of research, however, has not been extended to families in later life. In this article, we use data from 671 mother‐child dyads in 275 families in the greater Boston area to explore whether mothers' differentiation among their children is related to psychological well‐being among offspring. We examined actual and perceived maternal differentiation in the domains of closeness, expectations for care, and conflict. We hypothesized that depressive symptoms would be higher when mothers differentiated among their children and when adult children perceived differentiation. Although the specific patterns varied somewhat by mothers' and children's reports, the findings indicated that, across all 3 domains, maternal differentiation was related to higher depression scores.     

Factors Related to Successful Outcomes Among Preschool Children Born to Low‐Income Adolescent Mothers

The purpose of this study was to describe how the experiences and circumstances of the most successful children born to low‐income adolescent mothers differed from the experiences and circumstances of the least successful children over the first 54 months of their lives. Success was defined as scoring in the top quartile for this sample on the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) when the children were 54 months old and about to make the transition to kindergarten. The experiences of the 22 children with the highest scores on the PPVT‐R were contrasted with the experiences of the 22 children who had the lowest scores on the PPVT‐R for this sample. The two groups differed markedly on measures of caregiving and home environment assessed when the children were 12, 24, 36, and 54 months old. In addition, mothers of the most successful children achieved more years of education, were more likely to be employed, had fewer children on average, tended to live in more desirable neighborhoods, and were more likely to be living with a male partner. Case studies are also presented on four families (two from the most successful group and two from the least successful group) to further illustrate how the experiences and circumstances of children in the two groups differed.     

Are Immigrant Youth Faring Better in U.S. Schools?1

In spite of the growing numbers and geographic dispersion of foreign‐born children, the school outcomes of foreign‐born teens improved during the 1990s. Analysis of Decennial Census data reveals that fewer immigrant youth dropped out of school and their English language proficiency improved. Some of the improvement is due to compositional change in the foreign‐born teen population. Levels of parental education increased over the decade. Poverty among foreign‐born adolescents declined. Other youth background characteristics did not change in a favorable direction. Multivariate analysis reveals that there was a large decline in the likelihood of immigrant teens dropping out of school above and beyond the demographic changes over the decade. For example, the likelihood that a Mexican‐born teen educated in U.S. schools drops out of school declined by an estimated 43 percent over the 1990s. There is little evidence, however, that U.S. schools have improved in their English language instruction over the decade.     

Economic Pressure, Maternal Depression, and Child Adjustment in Latino Families: An Exploratory Study

The goal of this study was to investigate the impact of poverty and economic pressure upon the adjustment of mothers and children in immigrant Latino families. Participants included 56 first generation Latina mothers who completed questionnaires addressing economic difficulties, depression, social support, and behavior problems exhibited by their children (30 boys, 26 girls) who ranged in ages from 4 to 13. Results indicate that maternal depression mediates the relationship between maternal economic pressure and child adjustment. Social support was found to further moderate the relationship between maternal depression and child internalizing problems. Gender differences indicated that relations were stronger among mothers of boys than mothers of girls.     

Developmental Outcomes for Children of Young Mothers

This study tested the association between mother’s early age at first birth and various life outcomes for her children in later adolescence and early adulthood. Data were analyzed from the Rochester Youth Development Study, an ongoing panel study of adolescents enrolled in seventh or eighth grade in Rochester Public Schools in 1988 (N =729). Boys born to mothers who began childbearing before age 19 had elevated risks of drug use, gang membership, unemployment, and early parenthood. Girls born to young mothers only had elevated risks of early parenthood. Of the mediators tested, low maternal education had the largest mediating effects. The findings suggest that the risks associated with being born to a young mother are substantial but perhaps disproportionately so for boys.     

Attitudes towards childcare and social practices: discrepancy between attitudes and employment trajectories of mothers in Spain (1994–2012)

This paper examines the evolution of attitudes and behaviors of Spanish women regarding maternal employment and childcare. We used data from the ISSP Module ‘Family and Changing Gender Roles’ (International Social Survey Programme [ISSP]: Family and Changing Gender Roles Module [1994, 2002 and 2012]). First, we studied the determinants of choosing to work or not when one becomes a mother: the most important factors are education, attitudes towards maternal employment and having had a working mother when the respondent was a child. Second, we compared the changes in attitudes and employment trajectories. In more than half of the mothers, we found a discrepancy between their ideal and actual employment trajectories. This discrepancy has been increasing over the past 20 years in the case of mothers with children younger than school age and has been decreasing slightly in the case of women whose children have started school. Nevertheless, there are significant variations: more highly educated women have greater opportunities to minimize inconsistencies between their orientations and their behaviors.     

Family size,father's education,and children's educational attainment in intact white families

One body of previous research has documented a negative relationship between family size and educational attainment (Blau and Duncan 1967; Sewell et al. 1980; Coleman 1988). Another body of research has argued that because parents are likely to act as potential equalizers of attainment gaps among their children, this relationship is likely to vary depending on the level of parental education (Johnson 1972; Zajonc 1976; Griliches 1979). In an attempt to integrate these two bodies of research, this study examines recent GSS data on white men and women from intact families and aged 25 and over. This research finds support for both arguments. The findings suggest that although there is a direct negative relationship between family size and educational attainment, it varies across levels of father's education. The effect of family size on educational attainment turns positive for men when the father's education is at least high school. For women, it is positive only when the father's education is at least a B.A. Additionally, this relationship holds for men born after 1950 and for women born before 1950. This study rationalizes that changing labor market conditions and cultural pressures to be educated have contributed to such differential impacts of father's education on children's educational attainment across cohorts.     

Family and child characteristics linking neighborhood context and child externalizing behavior

Neighborhood conditions are related to children's externalizing behavior, although few processes that help explain this association have been identified. With data from 189 primarily low‐income Anglo and Mexican American families, we tested a stress process model that included 3 potential mediators of this relationship. The results showed that child stressful life events, association with deviant peers, and parent‐child conflict mediated the relationship between neighborhood context and child externalizing behavior when household income and maternal depression were controlled. The model explained more than 25% of the variance in externalizing behavior. Furthermore, differences in results for families with a U.S.‐born versus Mexico‐born mother showed that neighborhood influences on families and children may be quite complex.     

Maternal Employment,Community Contexts,and the Child‐Care Arrangements of Diverse Groups

Integrating family and child data from the Early Childhood Longitudinal Study–Birth Cohort with contextual data from the census, this study examined associations among maternal employment, aspects of communities related to child‐care supply and demand, and the early care and education arrangements of 4 year olds in Mexican‐origin, Black, and White families. Children with employed mothers were more likely to be in informal care arrangements than in early childhood education, regardless of racial/ethnic background. For children in Mexican‐origin families, selection into informal care over early childhood education was more likely in zip codes with greater demand for care as measured by higher female employment. Utilization of parent care versus early childhood education was also more likely for children in Mexican‐origin and Black families in zip codes with higher female employment. Constraints associated with maternal employment thus hindered children from enrolling in early childhood education, and community contexts posed challenges for some groups.     

Partnership Instability and Child Well‐Being

We use data from three waves of the Fragile Families Study (N= 2,111) to examine the prevalence and effects of mothers’ partnership changes between birth and age 3 on children’s behavior. We find that children born to unmarried and minority parents experience significantly more partnership changes than children born to parents who are married or White. Each transition is associated with a modest increase in behavioral problems, but a significant number of children experience 3 or more transitions. The association between instability and behavior is mediated by maternal stress and lower quality mothering. The findings imply that policies aimed at reducing maternal stress and partnership instability may improve child well‐being.     

Work Hours,Schedules, and Insufficient Sleep Among Mothers and Their Young Children

Studies have linked parents' employment, work hours, and work schedules to their own sleep quality and quantity, but it is unclear whether these associations extend to children. The authors used data from the 5‐year in‐home survey of the Fragile Families and Child Wellbeing Study (N = 1,818) to examine the associations between maternal work hours and schedule and insufficient sleep among disadvantaged mothers and their young children. They found that mothers who worked more than 35 hours per week were more likely to experience insufficient sleep compared to mothers who worked fewer hours, whereas children were more likely to experience insufficient sleep when their mothers worked between 20 and 40 hours. Nonstandard work schedules were associated with an increased likelihood of insufficient sleep for mothers but not their children. The results highlight a potentially difficult balance between work and family for many disadvantaged working mothers in the United States.