A Qualitative Evaluation of a Mentor Program for At-Risk Youth: The Participants' Perspective

This article presents a qualitative evaluation of the first year of a mentor program for at-risk high school youth in a low income urban setting with high rates of youth and violent crime. Pre and posttest data were collected employing a standardized set of open-ended questions regarding the program and the mentees' relationships with their mentors. Overall there appears to be congruence between the mentees' expectations at pretest and posttest outcomes. Most were overwhelmingly positive about the program, developed a valued relationship with their mentors, and secured concrete benefits as well (e.g., employment and greater academic achievement). Two mentors who had a leadership role were also interviewed. Case studies of four of the adolescents are presented along with implications for practice.     

The Interference of Stereotype Threat With Women's Generation of Mathematical Problem-Solving Strategies

At the highest levels of math achievement, gender differences in favor of men persist on standardized math tests. We hypothesize that stereotype threat depresses women's math performance through interfering with their ability to formulate problem-solving strategies. In Study 1, women underperformed in comparison to men on a word problemm test, however, women and me performed equally when the word problems were converted into their numerical equivalents. In Study 2, men and women worked on difficult problems, either in a high- or reduced-stereotype-threat condition. Problem-solving strategies were coded. When stereo-type threat was high, women were less able to formulate problem-solving strategies than when stereotype threat was reduced. The effect of stereotype threat on cognitive resources and the implications for gender differences in mathematical testing are discussed.     

Factors Associated with Business and Family Success: A Comparison of Single Manager and Dual Manager Family Business Households

The purposes of this article are: (1) to identify internal/micro-level factors associated with perception of family and business success, and (2) to compare single manager and dual manager family business households with respect to factors that contribute to their perceptions of business and family success. The data are from a nationally representative sample of 673 family business households. Using a two-stage least squares regression procedure, the results show a unique relationship between family success and business success. Family success positively impacts business success, but not vice versa, and predictors of family and business success vary widely between household types.     

Patterns of entry to community‐based services for families with children with developmental disabilities: implications for social work practice

The purpose of the present study was to understand, from parents' perspectives, the process of entry to community‐based services for children with developmental disabilities and to explore the relationship between patterns of entry and parent‐reported needs and priorities for service. Qualitative interviews were conducted with 43 mothers and 29 fathers of children with developmental disabilities approximately 6 months after the families entered community‐based childhood disability support services in Manitoba, Canada. Analysis of the coded interview data resulted in the identification of three process factors influential in the entry of families to community‐based support services: recognition of problems in child development, formal diagnosis of child disability and linkage between diagnostic services and the community‐based support system. Analysis of these processes identified four patterns of service entry associated with differing family needs for service: early entry, prompt entry, delayed entry and atypical entry. The results can be understood as a typology useful for social workers in the assessment of family needs and priorities at the point of entry to community‐based services.     

Parents' Goals for Children: The Dynamic Coexistence of Individualism and Collectivism in Cultures and Individuals

Current scholarship on the cultural value systems of individualism and collectivism, and the associated developmental goals of autonomy and relatedness, has moved beyond grand divide theories to emphasize variation within individuals and cultures. We present a theoretical model on the dynamic coexistence of cultural value systems (at the macro level) and parents' developmental goals (at the micro level). We contend that cultural values and developmental goals that have largely been classified as polar opposites may be viewed as conflicting, additive, or functionally dependent. Parents may view the developmental goal of autonomy as interfering with the goal of relatedness (and vice versa); parents may endorse both autonomy and relatedness; and parents may consider the developmental goal of relatedness to be a path to the goal of autonomy and/or autonomy to be a path to relatedness. These forms of coexistence are themselves dynamic, changing across situations, developmental time, and in response to social, political, and economic contexts.     

Pathways among Caregiver Education,Household Resources,and Infant Growth in 39 Low‐ and Middle‐Income Countries

Caregiver education is known to relate to the growth of children, but possible mediation mechanisms of this association are poorly characterized and generally lack empirical support. We test whether instructional capital (caregiver education) leads to improved infant growth through availability of physical capital (household resources) across a wide swath of low‐ and middle‐income countries (LMIC). Using the Multiple Indicator Cluster Survey, we explore relations among caregiver education, household resources, and infant (M age = 0.99 years) growth in 117,881 families living in 39 LMIC. Overall, household resources mediated 76% of the small association between caregiver education and infant growth. When disaggregated by countries characterized by low, medium, and high levels of human development (as indexed by average life expectancy, education, and gross domestic product), household resources mediated 48–78% of the association between caregiver education and infant growth. Caregiver education had effects on infant growth through household resources in countries characterized by low, medium, and high levels of human development; for girls and boys; and controlling for indexes of infant feeding and health.     

A Cross‐Linguistic Study of Word‐Mapping in 18‐ to 20‐Month‐Old Infants

This study was designed to examine whether infants acquiring languages that place a differential emphasis on nouns and verbs, focus their attention on motions or objects in the presence of a novel word. An infant‐controlled habituation paradigm was used to teach 18‐ to 20‐month‐old English‐, French‐, and Japanese‐speaking infants’ novel words for events. Infants were habituated to two word‐event pairings and then presented with new combinations that involved a familiar word with a new object or motion, or both. Children could map the novel word to both the object and the motion, despite the differential salience of object and motion words in their native language. A control experiment with no label confirmed that both object and motion changes were detectable.     

Toddler Emotion Regulation With Mothers and Fathers: Temporal Associations Between Negative Affect and Behavioral Strategies

The present study investigated temporal associations between putative emotion regulation strategies and negative affect in 20‐month‐old toddlers. Toddlers’ parent‐focused, self‐distraction, and toy‐focused strategies, as well as negative affect, were rated on a second‐by‐second basis during laboratory parent–toddler interactions. Longitudinal mixed‐effects models were conducted to determine the degree to which behavioral strategy use predicts subsequent negative affect and negative affect predicts subsequent strategy use. Results with mother–toddler and father–toddler dyads indicated that parent‐focused strategies with an unresponsive parent were followed by increases in negative affect, whereas toy‐focused strategies were followed by decreases in negative affect. Results also indicated that toddler negative affect serves to regulate behavioral strategy use within both parent contexts.     

Childhood Living Arrangements and Adult Children’s Relations with their Parents

We examine the relationship of childhood living arrangements to adult child-parent relations. Compared with adult children raised in intact families, adult children whose parents divorced have less frequent contact with their parents and report a lower-quality relationship with their parents. We observe these negative effects for both custodial and noncustodial parents, although the effects are larger for noncustodial parents. Remarriage of the custodial parent tends to offset the the negative impacts of divorce on relations with the custodial parent and to amplify the negative impacts on relations with noncustodial parents. Further, the longer the adult child lived apart from the parent, the weaker are relations with noncustodial parents.