Family Structure History: Links to Relationship Formation Behaviors in Young Adulthood

Using data from three waves of the National Longitudinal Study of Adolescent Health (N=4,538), we examine the intergenerational link between parental family structure history and relationship formation in young adulthood. We investigate: (a) first, whether parental family structure history is associated with young adults' own relationship formation behaviors; (b) second, which dimensions of family structure history are most predictive of children's later relationship formation behaviors; and (c) third, if the association between family structure history and young adulthood relationship formation differs by gender. Our findings provide evidence of an intergenerational link between parent relationship histories and their offspring's own relationship formation behaviors in young adulthood, over and above confounding factors.     

The Role of Agency in Shaping the Educational Journeys of Care-experienced Adults: Insights from a Life Course Study of Education and Care

Research examining the low educational attainment of children in care and care leavers tends to underuse social theory (Berridge, 2007). To contribute to addressing this gap, we use life course theory to explore the role of agency in shaping the educational pathways of 18 Irish adults (aged 24–36 years) with care experience. Findings suggest that agency is a valuable conceptual tool for examining the nuance and complexity of how individual actions shape the education of care-experienced adults throughout the life course and interact with contextual and structural factors over time.     

Rush to the border? Market liberalization and urban- and rural-origin internal migration in Mexico

In this study we examine the social and economic factors driving internal migration flows in Mexico. We pay particular attention to the effect that economic liberalization has had in encouraging migration to border cities. Our analysis of the origin and destination of migrants is carried out at a finer level of geographical detail than ever before. Microdata files from the 2000 population census allow us to distinguish urban- and rural-origin migrants to the largest 115 cities and metropolitan areas in the country. Our results indicate that economic liberalization, measured by the level of foreign investment and employment in the maquiladora export industry, strongly influences migrants’ choice of destinations. However, economic liberalization fails to fully account for the attraction of the border, as do the higher emigration rates to the United States from border cities. Our analysis also reveals that migrants to the border region and to cities with high levels of foreign investment are younger, less educated and more likely to be men than migrants to other parts of Mexico. Rural migrants are significantly more likely to move to the border and to cities with high levels of foreign investment than urban migrants. The results of our study have important implication for other countries opening their economies to foreign investment and international trade.     

Marriage and Family Therapy Students’ Experience with Common Factors Training

With the increased empirical and theoretical support for common factors in the psychotherapy literature, marriage and family therapy (MFT) scholars have begun discussing the inclusion of common factors in MFT training. However, there is very little empirical research on common factors training or how to include common factors in MFT curricula. The purpose of this phenomenological study was to investigate MFT students’ experience with common factors training. Seventeen master's degree students who received training in common factors participated in the study. Data was comprised of participants’ journal reflections and focus group interviews on their experience learning about common factors and how this influenced their work with clients. Participants’ responses to the training were overwhelmingly positive and highlighted the ways in which studying common factors enhanced their confidence, understanding of MFT models, conceptual abilities, and clinical practice. Additional results and discussion about incorporating common factors in MFT training are presented     

Female researcher safety: the difficulties of recruiting participants at conventions for people with dwarfism

Disability research often favours the use of disabled researchers carrying out research with disabled participants. It is believed to empower disabled people and create results that are more valid. However, little consideration has been given to the ethical implications of this type of research process, including in relation to female researcher safety. This paper provides an autoethnography of my experience of being sexually assaulted when recruiting participants for my doctoral research, at a convention held by an association for people with dwarfism (The term used to refer to someone with this impairment often differs. In this research project terms participants preferred included; dwarf, person with dwarfism, short stature and restricted growth. I use the term ‘person with dwarfism’ as it fits in with the social model of disability by demonstrating that a person is ‘dwarfed’ by a built environment, which is constructed for the average sized person and is therefore disabled). Focusing on gender, disability and sexuality, situated in space, this paper explores the problems encountered when trying to recruit participants within a particular space. This paper suggests that the safety of the researcher, needs more consideration and offers recommendations to increase researcher safety.     

Motherhood,homeschooling, and mental health

Homeschooling fits neatly under the umbrella of intensive mothering, a prominent parenting style in the United States. Intensive mothering has been shown to increase the emotional distress of mothers, which may be exacerbated when mothers take on the additional burden of being responsible for the formal education of their children. Given that intensive mothering ideologies negatively impact maternal mental health, it makes sense to examine how homeschooling may exacerbate this outcome. In this paper, I examine the literature on intensive mothering, homeschooling, and mental health to demonstrate a need for further exploration to show how homeschooling mothers, encouraged by intensive mothering ideologies, may be putting their mental health, and more, at risk in their endeavors to be both “good mothers” as well as “good teachers.”     

Inequality Versus Inclusion in US Cities

Social Indicators Research - Income inequality is a suboptimal measure of inclusion at the city level. A low level of inequality can reflect the exclusion or displacement of low income residents,...     

The Effect of Adult Children’s Working Hours on Visits to Elderly Parents: A Natural Experiment in Korea

Population Research and Policy Review - Despite its significant policy implications, little is known about the impact working hours have on how often workers visit their elderly parents. Evidence...     

The Gendered Division of Household Labor over Parenthood Transitions: A Longitudinal Study in South Korea

Population Research and Policy Review - Recent research from the gender revolution perspective suggests that men’s increasing involvement in the family domain accounts for the positive...     

Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF's Child Friendly Schools Initiative

The present study examines the psychometric properties of a student-reported measure of school quality, the CFS Conditions for Learning Survey, to examine its utility as a cross-national comparative measure to evaluate UNICEF's Child Friendly Schools initiative. Factor analyses conducted on data from fifth- and sixth- grade students in 68 schools across the Philippines, Nicaragua, and South Africa revealed a core set of items that loaded highly onto each of the three dimensions of the CFS Conditions for Learning survey across all three countries. Formal tests established measurement invariance for a subset of these items, indicating that they were free from methodological bias across countries. However, meaningful differences in the country-specific structure and substantive interpretation of school quality were also detected. The results suggest that items in the CFS Conditions for Learning survey can be used to create both reliable cross-national and country-specific indicators of school quality and provide a blueprint for future psychometric work in the field of comparative child and family policy.