Sibling relationships are central to the lives of American children and, for many of them, they are the longest lasting relationships they will have in their lifetimes. Interactions with siblings often serve as training grounds for other interpersonal relationships, making them particularly important for children who may not have stable adult figures in their lives. Drawing on data from the Fragile Families and Child Wellbeing Study when children were nine and 15 years of age, this study examines how family contexts are associated with the quality of sibling relationships, how sibling relationships are related to children and youth’s behavioral trajectories, and whether positive sibling relationships are protective in terms of children’s behaviors. A secondary goal of this study was to understand the importance of sibling relationships in the context of other family relationships, such as the mother-child relationship and the father-child relationships. Finally, increases in family fluidity and complexity have led to the increase in many different types of sibling configurations in children’s homes, including half- and stepsiblings. This study sought to understand if there were differential effects of sibling type in terms of relationship quality and its impact on children’s behavior outcomes. Results from this study indicated that sibling relationships were more positive in single-parent households compared to married-parent households when no other factors other than family structure were taken into consideration. Furthermore, sibling relationship conflict was significantly lower in single-parent households compared to married-parent households when the child was nine. There was strong evidence to support that high sibling relationship conflict was associated with more child-reported and mother-reported problem behaviors, such as engagement in criminal activities toward others, drug and substance use, and engaging in theft and vandalism. Above and beyond the effects of living in a single-parent household or living in a household with high family instability, having highly conflictual sibling relationships were strongly associated with poor behavior outcomes for nine year olds. Slightly different results emerged for when the child was 15. Although having positive sibling relationships was generally associated with a reduced likelihood of engaging in behaviors such as criminal activities toward others, theft, vandalism and drug and substance use, the buffer of having a positive sibling relationship was not enough to counter the negative impact of living in particular family environments. In examining the quality of sibling relationships and also the effect of sibling relationships on children’s behavior outcomes, one of the most consistent predictors was the child’s report of closeness with his or her mother and father. Close mother-child relationships were consistently associated with more positive and less conflictual sibling relationships, and, to a lesser degree, close father-child relationships. The goal of this study was to add to the growing body of empirical research on the importance and relevance of sibling relationships. Findings from this study can be used to inform family-based intervention programs for adolescents; intervention programs that aim to increase prosocial behaviors and reduce problem behaviors for at-risk youth should more frequently involve siblings, as targeting sibling pairs to improve social competencies such as conflict and aggression management might have promising outcomes.

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Sibling violence is a pervasive, yet poorly understood and substantially underreported phenomenon. Currently recognized as the most common form of intra-familial abuse, various estimates suggest that 30 percent or more of children in the general population experience severe acts of violence inflicted by a sibling each year. Given that many young people in the child welfare system experience the family conditions associated with abusive sibling violence, recent publications have implored child welfare to embrace the notion that it is a form of child maltreatment. Practitioners and policymakers have yet to reach agreement on what constitutes physical or emotional abuse between siblings, and the perspectives of young people with lived experience of abuse are largely absent from research and scholarship. I designed the study, grounded in Critical Realism, to increase understanding of how sibling violence manifests in child welfare, contribute to theory development, and identify actions to protect children from harm. Based on in-depth interviews with eight foster care alumni, I offer a refined definition of sibling violence and four family conditions associated with sibling violence in child welfare. The findings also supported a systems-based theory reflecting four stable family member roles. My recommendations seek to leverage the infrastructure of the child welfare system while taking into consideration the limitations imposed by neoliberal social and economic policy.

Guided by the emerging interest in gender of siblings as one important sociological component in American family studies, the major objective of this study was to examine the effect of sex composition of siblings on women's levels of educational attainment in the Japanese setting. The present study hypothesized that the presence of brothers poses women a greater obstacle to a high level of educational attainment than the presence of sisters. For the purpose of gaining more depth in understanding Japanese women's education, this study also investigated other factors which differentiate the patterns of educational attainment between men and women. Two major methods were employed for the exploration. First, in order to examine the effect of sibling gender, this study analyzed quantitative data obtained from a sample of 518 young women. Second, face-to-face interviews were conducted with 15 mothers and 15 young women individually. In the interviews, in addition to several issues surrounding women's education, the mothers were asked their experiences about their children's education whereas the young women were asked their own educational experiences. The quantitative results identified gender of siblings as one important family characteristic in explaining women's levels of educational attainment. While providing some support for the quantitative findings, the qualitative data revealed the importance of other factors including parental attitudes toward gender role ideology and the notion of an appropriate marriage age. Implications of the findings for future research are discussed. / Graduation date: 1996

Thesis (M. Nurs.)--University of Hong Kong, 2006.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 112-123.

Thesis (M.A.)--Florida State University, 2004. / Advisor: Dr. Elizabeth Stuckey-French, Florida State University, College of Arts and Sciences, Department of English. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 158-176). Available also in a digital version from Dissertation Abstracts.

Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc. / The findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.