Academic achievement disparities exist across race and ethnic groups. Parents may be a good resource to their children for their educational success. Parental academic involvement is associated with student academic achievement across race and ethnicity. This study explored the relationship between race and ethnicity and parent time-use on children's education. In addition to studying parental academic involvement across race and ethnic groups, the Latino American ethnic group was examined. Heterogeneity exists within race and ethnic groups. Understanding differences in parental academic involvement within the Latino American ethnic group is a step toward addressing education disparities across race and ethnic groups. The last aim of the study was to see if structural differences within families were associated with group differences. The sample was obtained from the 2010 American Time Use Survey and included parents with household children younger than 18 years. Logistic regression results indicated that race and ethnicity was associated with time spent on children's education. However, when the structural variables were accounted for, the race and ethnic differences became statistically nonsignificant. Many of the structural variables were associated with parent time spent on children's education. Parent demographics and other structural variables may make it more or less likely that parents spend time on their children's education. Study findings also showed that for the Latino American subgroup, one group, Central/South Americans, look more likely to spend time on children's education. Puerto Rican parents were statistically significantly more likely to spend time on their children's education for one model tested, but not the other. Controlling for structural variables did not remove the association in the Central/South American group. The results for the Latino American ethnic group analyses differed slightly from the race and ethnic group analyses. The results suggest that there are differences across groups regardless of parent demographics and family structure. The findings also suggest that teachers and school administrators may improve parental academic involvement by targeting programs to fathers and full-time employed Latino American families.

Reviews summarizing hundreds of studies cite Parent Management Training (PMT) and Cognitive-Behaviour Therapy (CBT) as some of the most effective interventions for aggressive youth (e.g., Brestan and Eyberg, 1998). However, variability in outcomes persists, and we have yet to understand why certain interventions only produce behaviour change in some children. Using a clinical sample of 57 children (53 boys, 4 girls) and their mothers enrolled in a combined PMT/CBT program, the current study examined the relation between changes in real-time parent-child interactions, and children’s externalizing outcomes from pre- to post-treatment. Results showed that dyads who were regulated in their interactions over time reported greater reductions in externalizing symptoms from pre- to post-treatment compared to dysregulated dyads. Changes in mean levels of affective content (e.g., negativity) were not associated with aggressive outcomes. Findings suggest that dyadic regulation may be an important process associated with treatment success for aggressive youth.

Reviews summarizing hundreds of studies cite Parent Management Training (PMT) and Cognitive-Behaviour Therapy (CBT) as some of the most effective interventions for aggressive youth (e.g., Brestan and Eyberg, 1998). However, variability in outcomes persists, and we have yet to understand why certain interventions only produce behaviour change in some children. Using a clinical sample of 57 children (53 boys, 4 girls) and their mothers enrolled in a combined PMT/CBT program, the current study examined the relation between changes in real-time parent-child interactions, and children’s externalizing outcomes from pre- to post-treatment. Results showed that dyads who were regulated in their interactions over time reported greater reductions in externalizing symptoms from pre- to post-treatment compared to dysregulated dyads. Changes in mean levels of affective content (e.g., negativity) were not associated with aggressive outcomes. Findings suggest that dyadic regulation may be an important process associated with treatment success for aggressive youth.

Post-recession, middle-aged parents may provide various types of support to their grown children and parents. In the current study, parents age 40 to 60 (N =92) reported on a survey the support and affection they exchange with each child over age 18 (N =169) and each parent (N=185). The middle-aged generation (G2) differentiated among children (G3) and parents (G1) within families, and provided emotional, financial, and practical help on average to their children. The more dependent the child (G3), the more support was exchanged. Dependence was measured on normative status like education, employment, disability, and crisis as well as the emotional support and the overall affection. Parents (G1) received as a function of their dependence upon their children. Findings support contingency theory; downstream flow is more common in both physical and emotional support. Furthermore, the motivation the phenomenon is explained based on developmental stake theory and developmental schism to assure support later in life and progeny success. Finally, additional analysis of the upstream support found that a function of the existing relationship and individual factors based on caregiver burden, filial maturity, and appraisal impact the support exchange.

Parent child communications about sex play an important role in influencing adolescent’s sexual behaviors and attitudes. The present study was conducted to examine how sexual communications between African American mothers and their children change over a period of three years in the areas of sex education, communication about risk reduction, and child and parent report of responsiveness. Hierarchical linear modeling (HLM) analyses found significant linear or curvilinear trajectory in communication with sons and daughters in all areas. Gender differences were found such that daughters received more communication than sons. Furthermore, daugthers’ sexual maturation was found to be associated with a decrease in the rate of decline of communication about general sex information. For sons, mothers decreased in rates of responsiveness as sons got older; however, as sons’ sexual maturation increased, rates of declining responsiveness slowed down.

Multiple theories suggest that the early parent-child relationship plays an important role in development. Past research has shown linkages between parenting style and aggression as well as between language and aggression. Emerging evidence suggests that attachment security is an important predictor of language development. It was hypothesized that there would be an effect of parent-child relationship quality at 36 months on aggression at school entry via language ability at 54 months. To test this hypothesis, path analysis in M-Plus was used. Data for this study were collected as a part of the NICHD, Study of Early Child Care and Youth Development (N = 1,364). Mediation was tested with bootstrapped estimates of indirect effects. The results did not support the hypothesized m

The purpose of this study was to explore the significant differences on elementary school students¡¦ attitude toward gender and their sex role identity among different background. Four hundred eighty participants from 7 different elementary schools were selected by stratified random sampling for completing ¡§Gender Attitude Scale¡¨ and ¡§Sex Role Identity Scale¡¨. Descriptive statistics, independent t-tests, analysis of variance, correlation, and multiple stepwise regression analysis were conducted on the quantitative data. The major findings were as follows: 1. Girls had significantly higher score on femininity than their boy counterparts. 2. Girls had significantly higher means on gender attitude scale than these boys. 3. The 6th grade students had significantly higher means on gender attitude scale than the 5th grade students. 4. Children with different birth order and parental marital conditions had similar mean scores on gender attitude and sex role identity. 5. Children come from families with girl only had significantly higher means on the femininity and gender attitude than these boy family children. 6. Children come from authoritative and permissive father practices families had significantly higher scores on sex role identity than these children come from uninvolved father practice families. 7. Children come from authoritative mother practice had significantly higher scores on gender attitude than these children come from uninvolved mother practice families. 8. Children with good peer relationships had significantly higher scores on gender attitude and sex role identity than other group counterparts. 9. There was significant positive correlation between students¡¦ gender attitude and sex role identity. 10. The three highest significantly predictors for elementary school children¡¦s attitudes toward gender and sex role identity were good peer relationship, gender, and grades. The conclusions of this study were to provide several suggestions for family educators, school educators, education administrators, and academic institute for future research.

The purpose of this study is to integrate problem-posing teaching activities into mathematics curriculum for grade four elementary school students. The contents include three units on number and operation. Data collection included using the parent-child problem-posing worksheet, student mathematics diary, teacher teaching journal, mathematics attitude measurement form, parent and students interviews, in order to study the influence of problem-posing teaching on teacher and students mathematics attitude and parent-child interactions. The investigator aimed at bringing up specific suggestion on teaching. There are six results in this study: 1. Problem-posing teaching can increase students¡¦ problem-posing ability. 2. Problem-posing teaching can improve students¡¦ mathematics attitude. 3. Problem-posing teaching can enhance students¡¦ mathematics learning. 4. Parent-child problem-posing can promote parent-child co-learning, and increase parent-child interactions. 5. Parent-child problem-posing can make parent understand their children¡¦s mathematics curriculum, and they are not afraid when supervising children. 6. In teacher¡¦s reflection, it recorded that a change of teaching mode to problem posing to promote mathematics learning was feasible, and problem-posing teaching fit in the ¡§student-centered¡¨ teaching spirit of Nine-years-integration.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 4 uppsatser.

This study explored the way members of one family understand the presence of developmental delays, especially Asperger Syndrome, in the children of that family. Specifically the study sought to glean how each parent constructed individual understanding of the presence of Asperger Syndrome in their twin, 13 year-old boys. It also sought to explore how each twin experienced the phenomenon of being labeled a child with Asperger Syndrome, and how their experiences affected their growing understanding of the syndrome. A third son, 10 years old, with PDD-NOS, was also a central focus in this study in that he also created and shared experiences that affected his, his brothers, and his parents understanding of Asperger Syndrome. Findings indicate that each member of the family constructs an individual understanding of the syndrome, based on personal experiences and attitudes. While this is not surprising, it is interesting to note how these divergent constructed understandings mesh and mingle with each other in the familys experiences. Both parents approached the onset of their boys Asperger Syndrome by sorting through very different world views and backgrounds. Yet both essentially define the syndrome in the same terms. They deal with their children differently, especially when juxtaposing similar tasks, i.e., helping with the childs homework, yet they often describe the basic deficits each child has as if speaking from one voice. Within the range of understanding how a learning difference affects a child, it is natural that there would be some denial and/or rejection of the effects on that child. This study found that to be quite true in this family. The study also found that the boys understanding was not that well developed, perhaps a function of some denial and/or rejection by the parents. But perhaps not.