Emotional Safeguarding: Exploring the Nature of Middle‐Class Parents’ School Involvement1

Although discussion of parents’ school involvement generally surrounds academic success, there are also emotional motivations for parents’ school interventions. In this exploratory analysis, based on interviews with 21 parents and teachers, I show how these middle‐class parents’ concerns for children extend beyond grades and academic success to the children’s own emotional comfort with schooling. I discuss examples of emotional safeguarding, a parental practice to protect children’s happiness at school. Results also suggest that emotional and academic concerns for children at school are interrelated, and parents often approach the emotional with the academic in mind. Parents focus on reducing children’s anxiety or discomfort at school with the ultimate goal of instilling a love of learning. The parents in this study perceive an emotional route to achieving academic success for their middle‐class children. Unlike parents, teachers in the study identify parents’ concerns as academic or a product of parents’ anxiety. This research introduces the possibility that while parents’ academic concerns are very real, they are also accompanied by equal and occasionally greater concerns for children’s happiness and well‐being at school.     

Meeting report--National Institute on Aging Workshop on the Comparative Biology of Aging

This Perspective is a summary of the Comparative Biology of Aging Workshop that was held in February 2002 by the National Institute on Aging in Bethesda, MD. Participants discussed ways to exploit similarities and differences in aging among diverse species to learn more about critical factors that affect aging and regulate life expectancy in animals. The aim of the workshop was to stimulate new approaches to understanding the molecular bases for differences in aging rates and life expectancy among species.     

Arousal seeking and the maintenance of mutual gaze in same and mixed sex dyads

Thirty male and thirty female undergraduates were randomly paired in either same or mixed sex dyads and were asked to maintain silent mutual gaze for as long as possible over two or three trials. The results indicated that high arousal seekers were better able to do this than low arousal seekers, and that this difference was especially strong in same sex dyads.