Editors' Introduction

Population Research and Policy Review -     

Social Background Differences in Early Family Behavior

Social background has historically been recognized as a major factor influencing family behavior, though recent work has largely emphasized racial/ethnic influences. Here we use 1994 – 1995 and 2001 – 2002 Add Health data to examine the cohabitation, first marriage, and first birth experience of young women. In a multistate life table context, hypothetical cohorts specified in terms of race and mother’s education are followed, from age 11 to age 24, as they move through 6 family‐related statuses. The results indicate that, for both Black and White women, a higher level of maternal education is generally associated with less cohabitation, less marriage, fewer first births, and a higher percentage of women who experience none of those transitions before age 24. Racial and social background differences are conceptually and empirically distinct. Because mother’s education is associated with substantially different trajectories of early family behavior for both Blacks and Whites, we argue that social background merits increased attention in research on contemporary American family patterns.     

Fathering With Multiple Partners: Links to Children's Well‐Being in Early Childhood

The claim that multiple partner fertility may pose a risk of adverse outcomes for children has not been tested. We test this argument using a sample of 4,027 resident fathers and children from the Fragile Families and Child Well‐being Survey by examining the pathways through which fathers' multipartnered fertility is associated with children's externalizing behaviors and physical health status at 36 months. Path analyses indicate that multiple partner fertility exerted both a significant direct and indirect effect through paternal depression to influence children's externalizing behaviors. Fathers' multiple partner fertility also exerted a significant indirect effect through one mediator—father involvement—to influence children's physical health. This evidence suggests that the disruptions brought about by multipartnered fertility are important for understanding child well‐being.     

Need-service matching in substance abuse treatment: Racial/ethnic differences

This study examines the impact of ancillary health and social services matched to client needs in substance abuse treatment for African Americans, Latinos and Whites. The study uses data collected from 1992 to 1997 for the National Treatment Improvement Evaluation Study, a prospective cohort study of substance abuse treatment programs and their clients. The analytic sample consists of 3142 clients (1812 African Americans, 486 Latinos, 844 Whites) from 59 treatment facilities. Results show that racial/ethnic minorities are underserved compared to Whites in the substance abuse service system. Different racial/ethnic groups come into treatment with distinct needs and receive distinct services. Although groups respond differentially to service types, substance abuse counseling and matching services to needs is an effective strategy both for retaining clients in treatment and for reducing post-treatment substance use for African Americans and Whites. Receipt of access services was related to reduced post-treatment substance use for Latinos. Study findings are relevant to planning special services for African Americans and Latinos.     

Children’s Strategies for Agency in Preschool

This article is based on an ethnographic study of children’s everyday life in Swedish preschools. The ethnography is used to explore children’s strategies for influencing, defending and constructing the social order of a preschool institution. The focus of our concern is on how the children, in their interactions with each other and with the preschool teachers, manage the collective regulation and how they negotiate their participation in collective activities. There is an inherent tension between free play and the high degree of routinised and collective activities within the preschool institution. The study shows that children are active in playing at the border, acting as if the institution is the children’s place. It also shows how they draw on different strategies as resources for managing the regulations, accounting for personal autonomy and negotiating the social order. In taking a child perspective and acknowledging children as active agents, it is possible to see how they influence and shape their everyday life in a preschool context. In addition, the article illustrates individual children’s strategic and pragmatic use of resources and in doing so contribute to their own childhood and thereby become part of a social and cultural construction process.     

Time and exclusion

Drawing on interviews with parents of children with complex disabilities in several school systems in a US state, this paper examines how temporal units such as the school day and school year and practices organized around artifacts like clocks and calendars work as ‘devices of temporal distanciation’ to separate children with disabilities from other children and exclude their families from critical relations with schools. The paper focuses on two kinds of effects: the ways differentiated timetables separate children and the ways constructing school time in bounded, discrete units limits the ability of parents and children to make key elements of their lives visible to the school.     

Social Cognitive Predictors of the Career Goals of Korean American Students

Limited empirical study of the career development of Asian Americans in general and Korean Americans in particular has been conducted. The authors present the results of a theory‐based exploration of the career goals of Korean American university students in which ethnic identity, self‐efficacy, outcome expectations, and career interests were used to predict goal intentions for science and nonscience careers. Outcome expectations and career interests predicted a moderate amount of variance in science career goal intentions and a moderate to large amount of variance in nonscience career goal intentions. Korean American students' career goal development seems similar to that of American college students.     

A Preliminary Study on the Effectiveness of the Chinese Career Key Online

The Chinese Career Key (CCK) Online was studied for its effectiveness and user satisfaction. Study participants were 92 students at a public high school in Hong Kong. The research findings provide preliminary evidence of reliability, validity, and user satisfaction for the CCK Online. Limitations and implications for future studies and counseling practice across cultures are discussed.     

Acculturation and Enculturation Trajectories Among Mexican‐American Adolescent Offenders

This study examines changes over time in ethnic affirmation/belonging and ethnic identity achievement, Spanish language use, English language use, Mexican/Mexican‐American affiliation/identification and Anglo affiliation/identification in a sample of Mexican‐American adolescents participating in a longitudinal study of juvenile offenders. The Multigroup Ethnic Identity Measure and the Acculturation Rating Scale for Mexican Americans‐II were completed by the Mexican‐American adolescents 7 times over a 3‐year period. The findings from longitudinal growth modeling analyses and growth mixture modeling analyses indicate that there is heterogeneity in the initial scores and changes over time on these variables that are related to markers for the cultural qualities of the home environment (i.e., generational status and mother's most frequent language use). In contrast to expectations, marginalized or assimilated acculturation trajectories/types were not overrepresented in this sample of adolescent offenders. Implications for our understanding of the nature of acculturation and enculturation processes and the way these processes are studied are discussed.     

Negotiating the Intersection of Racial Oppression and Heteronormativity

This qualitative study examines the narratives of seven heterosexual, cisgender individuals who identify both as persons of color and as positively disposed toward LGB and transgender-identified persons. Using psycho-discursive qualitative methodology, the authors will present the narrative strategies taken up by these positively disposed cisgender heterosexuals of color as they attempt to position themselves as supportive of LGB and transgender persons while negotiating the discourse of heteronormativity. The three narrative strategies have been titled differentiation, empathy, and coherence. In addition to mapping the three narrative strategies, the authors also explore why informants may choose certain strategies over others and argue that the intersection of social identities must be considered when attempting to understand social oppression. Implications for the human services fields will be discussed.