2022 Volume 26 Issue 2

Promoting Reciprocity: Transforming Family Contexts through Education while Bringing Family Contexts into Education

DOI: 10.26536/JKCO8612

Authors

  • Mona M. Abo-Zena, College of Education and Human Development, University of Massachusetts Boston 
  • Lindsay Beatty, College of Education and Human Development, University of Massachusetts Boston
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For early education efforts to contribute to opportunities for the mobility and holistic development of all children, professionals need to foster reciprocity between educators and families. The focus on how education can transform family contexts should be grounded in an asset-based and inquiry approach to partnering with families. In addition, this approach should be coupled with a consideration of the ways we can bring family contexts in to transform educational practices, promote student engagement, and inform emergent curriculum. While service providers should work to identify and support the assets within and between families, they should also work to identify and address vulnerabilities. The manuscript concludes with applications and directions for future research and intervention.

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The Extent of Scholarship of Teaching and Learning Published in Family Science Journals 2009-2018

DOI: 10.26536/RKRA858

Authors

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University
  • Nikki DiGregorio, School of Human Ecology, Georgia Southern University 
  • Jennifer Reinke, Department of Human Development and Family Studies, Colorado State University
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Abstract

This study examined the presence of Scholarship of Teaching and Learning [SoTL] scholarship published in four refereed, disciplinary family science journals: Family Science Review, Journal of Marriage & Family, Family Relations, and Journal of Family Theory & Review from 2009-2018. Results revealed that just two percent of all articles published in these journals during the period could be classified as SoTL, though clear differences between the journals and a recent upward trend were evident.  Over 80% of the articles classified as SoTL appeared in Family Science Review.  Two-thirds of SoTL article authors were women and nearly 75% were from Carnegie Doctoral institutions.  SoTL articles generally were unfunded and not widely cited.  Findings are contextualized within the broader interdisciplinary SoTL literature.  Implications for family science scholars and the future of family science SoTL scholarship are discussed.

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Divorce and Predictors of Child Outcomes: The Impact of Divorce Education, Parenting, Coparenting, and Adult Quality of Life

DOI: 10.26536/KCGI5128

Authors

  • Emily H. Becher, Extension Center for Family Development, University of Minnesota
  • Sunghun Lim, Department of Agriculture and Applied Economics, Texas Tech University
  • Jenifer K. McGuire, Family Social Science, University of Minnesota
  • Sharon Powell, Extension Center for Family Development, University of Minnesota
  • Ellie M. McCann, Extension Center for Family Development, University of Minnesota
  • Sarah E. Cronin, Department of Psychology, Bemidji State University
  • Veronica Deenanath, Minnesota Office of Higher Education
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Abstract

This article describes a quasi-experimental design study comparing a sample of divorcing parents who attended a divorce education program to a sample of divorcing parents who did not attend a divorce education program. The data were analyzed using four child outcomes (emotional symptoms, conduct problems, peer problems, prosocial behaviors), with several predictors. Results indicated that divorce education was significantly correlated with improved child outcomes related to prosocial behavior; however, across models, positive parenting was the most common significant predictor. Implications of this study point to specific content areas that divorce education programs can focus on to improve outcomes for families, particularly around positive parenting.

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