ABSTRACT This work answers the question “Who was Frances Virginia?” by recovering the story of an Atlanta entrepreneur, Frances Virginia Wikle Whitaker, and her tea room foodservice business. It acknowledges “Frances Virginia,” as the public knew her; and focuses on her career as demonstrative of an under‐theorized form of women’s activism. Her education and proclivity in the once all‐female domain of home economics have important characteristics that are under‐ represented, and often misinterpreted, in today’s discourse. I use a womanist theoretical lens within a historical frame to examine her story as a home economist during the tea room movement of the U. S. feminist movement’s Transition Era, 1920s‐1960s. Together, these elements illuminate the significance of Frances Virginia and her particular form of activism.

ABSTRACT This work answers the question “Who was Frances Virginia?” by recovering the story of an Atlanta entrepreneur, Frances Virginia Wikle Whitaker, and her tea room foodservice business. It acknowledges “Frances Virginia,” as the public knew her; and focuses on her career as demonstrative of an under‐theorized form of women’s activism. Her education and proclivity in the once all‐female domain of home economics have important characteristics that are under‐ represented, and often misinterpreted, in today’s discourse. I use a womanist theoretical lens within a historical frame to examine her story as a home economist during the tea room movement of the U. S. feminist movement’s Transition Era, 1920s‐1960s. Together, these elements illuminate the significance of Frances Virginia and her particular form of activism.

The present study identifies processes contributing to variability in antisocial and prosocial behaviors in early adolescence. More specifically, we considered how perceived feedback from adults (i.e., adult praise) and peers (i.e., coolness) might account for some of the established associations between peer involvement in prosocial behaviors and an individual's engagement in prosocial and antisocial behaviors in the school context. Both adult praise and peer prosocial behavior are tested as predictors of school engagement and antisocial behavior in schools, with perceived feedback from peers (i.e., coolness) examined as both a mediator and moderator using multilevel analysis (MLM) in a statewide sub-sample (N=6,525) of 8th grade Middle School/Junior High students located in Southwestern United States. Results testing mediation indicate a significantly positive association between reports of peer prosocial behavior and individual's own involvement in prosocial behaviors, and a significantly inverse association between reports of peer prosocial behavior and individual's own antisocial behaviors. Perceived feedback from peers (i.e., coolness) only partially accounted for these associations. Conversely, results testing moderation indicated a significantly positive link between perceived feedback from adults (i.e., adult praise) and individual's own engagement in prosocial behaviors, and an inverse association between perceived feedback from adults (i.e., adult praise) and individual's own antisocial behaviors. No interaction effects were observed for perceived feedback from peers (i.e., coolness) on these associations. These findings extend literature regarding the processes through which peer involvement in prosocial behavior is linked to individual prosocial and antisocial behaviors. This study makes research advancements by considering the contributions of perceived feedback from both adults and peers that can both be significant during early adolescence. These results justify implications for practice and policy related to prevention/intervention efforts that include peer associations, since they matter for prosocial behavior.

Abstract Objective In this study we explored the associations among divorced parents' perceptions of the benefits and risks of dating and parents' sharing of private information about dating, specifically information related to the timing of introducing dating partners to children and coparents and disclosures to children about dating activities. Background Relatively little is known about how divorced parents decide how open they should be about disclosing information about dating partners. Method A convenience sample comprised 284 divorced mothers and 117 divorced fathers recruited following a state-mandated divorce education program. Participants completed an online survey. Data were analyzed with regression analyses. Results When parents perceive the dating partner as a benefit in coparenting their children, they are more likely to think that dating partners should be introduced earlier to children and that more information about dating relationships should be shared with children. Concerns about other's perceptions were related to later introductions between dating partners and children. Conclusion Some of the divorced parents' perceptions of possible dating benefits and risks are related to introducing a new partner and sharing dating information with children. Implications Family practitioners could help divorced parents evaluate both how to approach introduction of dating parents, as well as dating partners' potential to assist them in childrearing if the relationship becomes serious or long term. More research is needed on what goes into parental decisions to disclose information about dating to children.

Paternal support is often linked to lower levels of maternal distress. However, this link is less established among the increasing numbers of Mexican-American families with a romantic partner social (RPS) father, that is, mothers' partners who are not formally identified as stepfathers. This study applied a bioecological systems framework to test linkages between RPS father support and maternal depression and parenting stress above and beyond ecological stressors, and to consider whether nonresident biological father support and general instrumental support moderate this link. Using data from the Fragile Families and Child Wellbeing Study, we analyze a subsample of Mexican-American mothers (N = 76) with three-year-olds, who are involved in a relationship with a RPS father and maintain contact with the nonresident biological father. Findings indicate that mothers who reported greater support from RPS fathers also reported lower depressive symptomatology when they also reported greater support from nonresident biological fathers or reported being in a recent relationship with the RPS father; mothers from more established relationships reported more depressive symptoms. However, mothers with lower perceived instrumental social support reported high maternal depressive symptoms, even while receiving support from RPS fathers. Neither source of support significantly predicted maternal parenting stress. Overall, our results reveal complex, interactive associations between these combined sources of support and maternal mental health in these increasingly common family structures.

With the emphasis on children’s responsibility for the care of ageing parents, this study examined how Chinese adult children’s support provided to parents was associated with filial piety, support from parents and parent-child contact frequency. With the 2006 Chinese General Social Survey, we used structural equation modelling with 1,452 adults with two living parents and tested the model for sons and daughters separately. For both groups, the results showed that (1) filial piety was positively associated with emotional support provided to parents; (2) support received from parents was positively related to instrumental and emotional support to parents; and (3) parent-child contact frequency was linked to instrumental support. For adult daughters, financial support was positively associated with the support received from parents and negatively related to parent-child contact frequency. This study suggests that the traditional norm of filial piety may be less influential than other factors for adult children’s support behaviour.

Abstract Objective The goal of this study is to uncover latent classes of maternal and paternal helicopter parenting among American and Chinese college students, and to examine whether latent classes of maternal and paternal helicopter parenting are related to college students’ mental health (depression and self-esteem). Background Previous studies have examined the association between helicopter parenting and college students’ well-being. However, less is known about how the multidimensional construct of helicopter parenting is related to college students’ mental health across Western and Eastern cultural contexts. Method We conducted three-step latent class analyses using nine helicopter parenting indicators for 1,386 mother–child and 1,214 father–child groups in the United States and 520 mother–child and 454 father–child groups in China. Next, we tested the association between the class membership of maternal and paternal helicopter parenting and college students’ mental health. Results We identified distinct helicopter parenting latent classes among four American and Chinese parent–child groups. We also found that American college students in the strong maternal helicopter parenting latent class reported poorer mental health than those in other latent classes. Conclusion Our findings indicate that the multidimensional construct of helicopter parenting can be interpreted differently by parents and college-aged children according to their social and cultural contexts. Implications The findings of this study suggest that it is necessary to strengthen understanding of the multidimensional construct of helicopter parenting for parents with college-aged children to enable them to develop more appropriate parenting practices as well as support their children's well-being.

Given roles and expectations of father involvement in South Korea are in transition from traditional breadwinner to an involved caregiver to children, it is plausible that Korean fathers show diverse involvement behaviors in the contexts of work, family, and parenting. Using a person-centered approach, we explored if there were groupings of Korean fathers who could be identified from their involvement with their children. We also examined if those subgroup memberships were related to various factors in work, family, and parenting domains. With a sample of 212 married working fathers and the 12 items of involvement behaviors, we found four heterogeneous subgroups of people: low-involved, accessibility-focused, involved-but-less-accessible, and highly involved fathers. Significant differences among the four profiles were also found regarding various factors such as job stress, work and family conflict, work schedule, maternal employment, parenting satisfaction, and perceived level of involvement. Suggestions for future research, practitioners, and policymakers were discussed.

The study explored how storytelling develops resilience in Black women, enabling them to thrive after overcoming adversity. Storytelling can be conducted in a variety of ways, such as through writing, interaction with others, and self-analysis, however, this study will focus on the value of informal oral storytelling through the interactions with others. Studies reveal that Black women are disproportionately impacted by inequities concerning equal rights, employment, equal pay, education, discrimination, affordable healthcare and housing, criminal justice, and voting rights. Despite these inequities, Black women are significant contributors to the workforce, economy, and society, demonstrating resilience. There is limited research that includes Black women’s voices in counter response to inequities and how storytelling increases their resilience, enabling them to thrive. The study reviewed literature of Black women’s history, Critical Race Theory, intersectionality, adult personal resilience, Resilience Theory, storytelling, and narrative inquiry. I interviewed Black women and, in that process, invited them to share stories and artifacts demonstrating their resilience. The study examined who shared stories with these Black women and who they shared their stories with. The study explored whether Black women increased their resilience to thrive through storytelling. The study applied the qualitative research approach using narrative inquiry and Resilience Theory as the theoretical framework. The study aimed to diminish the literature gap and provide a counter-narrative on how Black women increase their resilience to thrive through storytelling.

Previous literature has indicated a relationship between poverty, participation in extracurricular activities, and developmental outcomes. The current study aimed to investigate and develop a deeper understanding of extracurricular activities (ECAs) and their impacts on adolescent development using two self-report tools, the YES 2.0 and the Delinquent Attitude Scale (DAS). The researcher surveyed 174 high school seniors from students attending schools in poverty areas and students attending schools not located in poverty areas in Mississippi, examining disparities in ECA opportunities, barriers to participation, and the positive and negative impacts of ECAs on development. Additional data were collected from school administrators, allowing the researcher to compare ECA participation among students attending schools in poverty areas and students attending schools not located in poverty areas and the barriers that impact this participation. Results showed that students attending schools in poverty areas were less likely to participate in ECAs than those students attending schools not located in poverty areas. Lack of awareness about programs was the most common barrier reported by students. To address this, it is recommended that schools emphasize recruiting for ECAs and involve students at younger ages. Regarding the impact of ECAs on development, participation in ECAs was found to have a positive impact on certain developmental areas, regardless of poverty area. Negative outcomes were minimal in all poverty areas. However, excessive participation in ECAs adversely affected grades among students attending schools in poverty areas. Overall, this study highlights the importance of addressing disparities in ECA opportunities and barriers to participation and the potential positive impact of ECAs on adolescent development.