Divorce, Custody, Gender, and the Limits of Law: On \u3cem\u3eDividing the Child\u3c/em\u3e

A Review of Dividing the Child: Social and Legal Dilemmas of Custody by Elanor E. Maccoby and Robert H. Mnooki

Who Should Parent? Parenting Fitness as Determined by the Five-factor Personality Module

The majority of parents in the United States engage in good enough parenting, which allows children to develop into functional and well-adjusted adults. However, as the Juvenile court system knows well, some parent\u27s do not engage in good enough parenting; some parents are very abusive or neglectful in their parenting styles. In 2012, and estimated 686,000 children were victims of child maltreatment. Can child abuse be prevented? Yes, it can. There is a strong correlation between an individual\u27s personality make up and the way they parent. Additionally, personality follows a predictable maturation trend and significant deficits within an individual\u27s personality will remain relatively constant unto that individual as he or she ages, if steps are not taken to intentionally alter those deficits. This indicates that a person\u27s ability to parent, and his or her likelihood of being a good enough or neglectful and abusive parent can be determined long before a person even has children, such as in late adolescence. This researcher sought to determine if the Five-Factor Personality module could be used to screen for individuals at risk of engaging in child maltreatment during late adolescence to prevent future child abuse and neglect

Genetics and Economic Mobility

Presents a literature review on the link between genetic traits, such as cognitive skills, health, mental health, personality, and appearance, and academic and economic success. Discusses how the environment influences how those traits affect mobility

Perceived Parenting Styles and Parental Inconsistency Scale: Construct Validity in Young Adults

The study examinesevidences of construct validity of the Perceived Parental Styles and Parental Inconsistency scale –EPIPP–, on a sample of 369 young adults. Individuals were asked about their father and their mother by means of 24 items. These conformsix subscales that constitutea first-order-model–Affection, Dialogue, Indifference, Verbal Coercion, Physical Coercion and Prohibition–that additionally group into two major scales –a second-order model–:Responsiveness and Demandingness.A confirmatory factor analysis was carried out on the first-orderand second-order factor structures,using maximum likelihood anda bootstrap procedure with 500 random samples. Resulting indexes showed an excellent fit in both modelsfor theFatherand Motherversions. Furthermore, adequate resultswere obtained in a cross-validation and afactorial invariance analysis. This way, solid evidences of construct validity were obtained for the EPIPP, suggesting it for the assessmentof perceived parenting in young adults.Fil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentin

Review of \u3cem\u3eDividing the Child: Social and Legal Dilemmas of Custody. Eleanor E. Macoby and Robert H. Mnookin with Charlene E. Depner and H. Elizabeth Peters. Reviewed by Terri Combs-Orme, University of Tennessee.

Book review. E. Maccoby and Robert H. Mnookin with Charlene E. Depner and H. Elizabeth Peters. Dividing the Child: Social and Legal Dilemmas of Custody. Cambridge, MA: Harvard University Press, 1992. $39.95 hardcover

Sex differences in the structure and stability of children’s playground social networks and their overlap with friendship relations

Gender segregated peer networks during middle childhood have been highlighted as important for explaining later sex differences in behaviour, yet few studies have examined the structural composition of these networks and their implications. This short-term longitudinal study of 119 children (7-8 years) examined the size and internal structure of boys' and girls' social networks, their overlap with friendship relations, and their stability over time. Data collection at the start and end of the year involved systematic playground observations of pupils' play networks during team and non-team activities and measures of friendship from peer nomination interviews. Social networks were identified by aggregating play network data at each time point. Findings showed that the size of boy's play networks on the playground, but not their social networks, varied according to activity type. Social network cores consisted mainly of friends. Girl's social networks were more likely to be composed of friends and boys' networks contained friends and non-friends. Girls had more friends outside of the social network than boys. Stability of social network membership and internal network relations were higher for boys than girls. These patterns have implications for the nature of social experiences within these network contexts

Parenting Among Hispanic and Anglo-American Mothers With Young Children

The authors examined parenting practices and developmental expectations among 38 Hispanic and 38 Anglo-American mothers living in the United States. Mothers of children 3 to 5 years of age completed the Parent Behavior Checklist (R. A. Fox, 1994), a 100-item measure of parents\u27 developmental expectations, discipline, and nurturing practices. In addition, the authors appraised the Hispanic mothers\u27 acculturation and selected them for participation if their scores on an acculturation scale indicated (a) that their lifestyle was predominantly Hispanic and (b) that they had not been assimilated into the dominant culture. The 2 ethnic groups were also divided by socioeconomic status (SES). There were significant main effects for ethnicity and SES on the discipline and nurturing scores but not on the expectations scores. The Hispanic and higher SES mothers reported higher discipline and lower nurturing scores than did the Anglo-American and lower SES mothers. An unexpected finding was the tendency for higher SES Hispanic mothers to report more frequent use of discipline than the other 3 groups

Review of \u3cem\u3eAdolescents After Divorce.\u3c/em\u3e Christy M. Buchanan, Eleonor E. Maccoby and Sanford M. Dornbusch. Reviewed by Dorinda Noble, Louisiana State University.

Book review of Christy M. Buchanan, Eleonor E. Maccoby and Sanford M. Dornbusch, Adolescents after Divorce. Cambridge, MA: Harvard University Press, 2000. $19.95 papercover. [August 1, 2000]

Sex differences in scholastic attainment from year 3 to form IV : a study of trends

The role of pupil sex as one of the major determinants of scholastic performance is amply demonstrated in the international literature. Studies of primary school children carried out in the UK and the USA generally indicate that whatever sex differences exist in scholastic performance these tend to emerge clearly and consistently after age 11 (cf. Badger, 1985; Fairweather, 1976; Shackleton & Fletcher, 1984; Shuard, 1982). Studies by Ross & Simpson (1971), Thompson (1975) and Wilson (1972), for instance, show that in verbal abilities like reading and spelling no clear cut boy-girl differences appear before this age. Studies by Kellmer Pringle, Butler & Davie (1966) and Pidgeon (1960) similarly suggest that this is also the case for arithmetic skills and mathematical ability. In a comprehensive review of the literature on sex differences, Maccoby & Jacklin ( 197 4) conclude that up to age 11 boys and girls are very similar in verbal and mathematical abilities. At age 11, however, their abilities begin to diverge with girls becoming superior in verbal abilities and boys in mathematical abilities. Borg & Falzon (1995) propose a plausible explanation for the little or no consistency in the occurrence and direction of sex differences. They argue that this may lie in the nature of the items making up the assessment instrument. Indeed, in a report on mathematical performance at age 11, the Assessment of Performance Unit (1980) found that when the examination paper is analysed in its component parts rather than as a whole paper girls perform significantly better than boys in certain areas such as computation while boys perform better in other areas like the spatial (e.g. length , area, volume and capacity). Borg & Falzon ( 1995) postulate that this may also well be the case in language subjects so that it is quite possible, for instance, to find girls performing better in one specific language area and boys in another. Hence, differ- ences and directions may well be the product of the weighting of the various abilities assessed by the instrument. Although these UK and USA findings on sex differences may be important and interesting and may have serious implications for educational policies and practices it is here argued that they are not, or should be, directly transferable to the local situation. Cultural differences as well as differences in parental practices, educational philosophies and classroom practices warrant that sex differences in performance in school subjects should be studied in the local context. A small number of Maltese studies have begun to address this need. Falzon & Sammut (1976), for instance, found that amongst Maltese Form I and Il pupils in comprehensive schools girls consistently score higher in Maltese, English, and Maths, with the greatest differences occurring ip the two languages. Moreover, Ventura (1992) reports that whereas in Forms I and II girls outperform boys in Integrated Science, in Forms Ill and IV there are no sex differences in performance in Biology and Chemistry; in Physics, however, the boys perform better.peer-reviewe

Fathers, Divorce, and Child Custody

A great many fathers will have their fathering eliminated, disrupted, or vastly changed because they become divorced from the child’s mother. In fact, between 40% and 50% of marriages end in divorce (Cherlin, 2010). Although the divorce rate (measured as divorces per 1,000 people) is high by the standards prior to the late 1960s, it has actually fallen more than 30% since its peak in 1980. The decline in divorce rates in recent years has, however, been concentrated among the college-educated portion of the population; divorce rates among the less well educated may have even increased (Cherlin, 2010). But for both groups, divorce remains the most prevalent reason for changes in paternal parenting opportunities. For almost all divorced fathers (as well as for most mothers and children), divorce is a life-defining event, around which all other experiences are organized: before the divorce versus after the divorce. Although mothers’ parenting is generally changed by divorce, the revision to the parent-child interaction patterns is generally not as far-reaching as it is to fathers’ (Braver & Lamb, in press; Braver, Shapiro, & Goodman, 2005; Fabricius, Braver, Diaz, & Velez, 2010). The reason, of course, is the radical difference between the two parents’ custodial arrangements that typically occurs. As will be documented more precisely below, mothers generally become chief custodians of children, with fathers having visiting rights only. Although that situation has changed in recent years, due in large part to the fact that research has accumulated that illuminates the unintended negative consequences of that practice on fathers and children, it remains normative. Thus, no review of fathers and divorce can be complete or enlightening unless it also considers custody matters, as we do here