Gender Dynamics in Mexican American Families: Connecting Mothers’, Fathers’, and Youths’ Experiences

Study goals were to examine the conditions under which congruent and incongruent patterns of parents’ division of household labor and gender role attitudes emerged, and the implications of these patterns for youth gender development. Questionnaire and phone diary data were collected from mothers, fathers, and youths from 236 Mexican American families living in the southwestern US. Preliminary cluster analysis identified three patterns: Traditional divisions of labor and traditional attitudes, egalitarian divisions of labor and egalitarian attitudes, and an incongruent pattern, with a traditional division of labor but egalitarian attitudes. MANOVAs, and follow-up, mixed- and between-group ANOVAs, revealed that these groups of families differed in parents’ time constraints, socioeconomic resources, and cultural orientations. Mothers in the congruent egalitarian group worked more hours and earned higher incomes as compared to mothers in the congruent traditional and incongruent groups, and the emergence of the incongruent group was grounded in within-family, interparental differences in work hours and incomes. Parents’ patterns of gendered practices and beliefs were linked to their youths’ housework participation, time with mothers versus fathers, and gender role attitudes. Youths in the congruent traditional group reported more traditional gender role attitudes than did youths in the congruent egalitarian and incongruent groups, and gender atypical housework participation and time with parents were only observed in the congruent egalitarian group. Findings demonstrate the utility of a within-family design to understand complex gendered phenomena, and highlight the multidimensional nature of gender and the importance of contextualizing the study of ethnic minorities.     

We're all in this together now: group performance feedback to increase classroom team data collection

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high.     

X-rated material and perpetration of sexually aggressive behavior among children and adolescents: is there a link?

Longitudinal linkages between intentional exposure to x-rated material and sexually aggressive behavior were examined among youth 10-15 year olds surveyed nationally in the United States. At Wave 1 in 2006, participants (n = 1,588) were queried about these exposures and outcomes in the preceding 12 months. Wave 2 data (n = 1,206) were collected approximately 12 months after Wave 1 and Wave 3 data (n = 1,159) were collected approximately 24 months after Wave 1. Thus, data for this project represent a 36-month time frame. A marginal model with generalized estimating equations was used to represent the population-average odds of sexually aggressive behavior over the 36 months as a function of exposure to x-rated material over the same time and to account for clustering in the data within person over time. An average of 5% of youth reported perpetrating sexually aggressive behavior and 23% of youth reported intentional exposure to x-rated material. After adjusting for other potentially influential proximal (i.e., sexual aggression victimization) and distal characteristics (e.g., substance use), we found that intentional exposure to violent x-rated material over time predicted an almost 6-fold increase in the odds of self-reported sexually aggressive behavior (aOR: 5.8, 95% CI: 3.2, 10.5), whereas exposure to nonviolent x-rated material was not statistically significantly related (aOR: 1.7, 95% CI: 0.94, 2.9). Associations were similar for boys and girls (boys nonviolent x-rated material aOR = 2.0, 95% CI: 0.8, 4.7; violent x-rated material aOR = 6.5, 95% CI: 2.7, 15.3; girls nonviolent x-rated material aOR = 1.2, 95% CI: 0.5, 3.2; violet x-rated material aOR = 6.1, 95% CI: 2.5, 14.8).     

When what you have is who you are: self-uncertainty leads individualists to see themselves in their possessions

Four studies tested whether uncertainty about the self-concept can motivate people, particularly individualists who define themselves in terms of their personal traits and characteristics, to perceive their material possessions as extensions of themselves (i.e., as self-expressive). In Study 1, European American participants rated their favorite pair of blue jeans as more self-expressive after being induced to feel self-uncertain, whereas Asian American participants did not. In Study 2, participants who scored high on a measure of individualism rated their cars as more self-expressive following a self-uncertainty manipulation. In Study 3, individualists (but not collectivists) rated their favorite possessions as more self-expressive after being subject to self-uncertainty; a manipulation of self-irrelevant uncertainty did not produce these results. In Study 4, thinking about a self-expressive (relative to utilitarian) possession bolstered self-certainty among individualists, but not collectivists. Implications for research on culture, the self-concept, and possessions are discussed.     

A Picture-Based Activity Schedule Intervention to Teach Adults with Mild Intellectual Disability to Use an iPad During a Leisure Activity

Individuals with developmental disabilities have limited opportunities to participate in leisure activities, frequently due to lack of skills. The purpose of the current study was to teach three adults diagnosed with mild intellectual disability to use an iPad in the context of playing the video game Angry Birds. We used an adapted multiple baseline across participants research design to teach the task, which included opening the cover of the iPad, unlocking the device, opening Angry Birds, playing the game, and putting the iPad away. Instruction took place during breaks in a private room at a sheltered workshop. During intervention, participants had access to an activity schedule to aid in completion of the task. In some cases, extra prompts were provided to increase attention to the activity schedule. All three participants showed improvement in the target skill with intervention and gains were sustained during the maintenance phase.     

What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood

Executive functions (EFs; e.g. working memory, inhibitory control) are mediated by the prefrontal cortex and associated with optimal cognitive and socio‐emotional development. This study provides the first concurrent analysis of the relative contributions of maternal EF and caregiving to child EF. A group of children and their mothers (n = 62) completed age‐appropriate interaction (10, 24, 36 months) and EF tasks (child: 24, 36, and 48 months). Regression analyses revealed that by 36 months of age, maternal EF and negative caregiving behaviors accounted for unique variance in child EF, above and beyond maternal education and child verbal ability. These findings were confirmed when using an early child EF composite‐our most reliable measure of EF – and a similar pattern was found when controlling for stability in child EF. Furthermore, there was evidence that maternal EF had significant indirect effects on changes in child EF through maternal caregiving. At 24 months, EF was associated with maternal EF, but not negative caregiving behaviors. Taken together, these findings suggest that links between negative caregiving and child EF are increasingly manifested during early childhood. Although maternal EF and negative caregiving are related, they provide unique information about the development of child EF. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=NPKXFbbrkps