2023 Volume 27 Issue 1

2023 Volume 27 Issue 1

Family Science Review

Research Articles

The Integrative Conceptual Model: Ecological Risk and Protective Factors for East Asian Immigrant Fathers’ Psychological Well-Being in the United States

DOI: 10.26536/KKBW3017

Authors

  • Kwangman Ko, Counseling and Human Services, East Tennessee State University 
  • Sun-A Lee, Sociology, Anthropology, and Child & Family Studies, University of Louisiana 
  • Jaerim Lee, Child Development and Family Studies, Seoul National University
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A Content Analysis of Work-Family Conflict Scholarship in the United States 2010-2018

DOI: 10.26536/VWIG4282

Authors

  • Hassan Raza, Department of Childhood Education and Family Studies, Missouri State University 
  • Joseph G. Grzywacz, Florida State University
  • Brad van Eeden-Moorefield, Montclair State University
  • Miriam Linver, Montclair State University
  • Soyoung Lee, Montclair State University
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Professional Development & Reflection Articles

The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond

DOI: 10.26536/GLCU4159

Authors

  • Elizabeth Sharp, Human Development & Family Sciences, Texas Tech University  
  • Erika Brooks-Hurst, Human Development & Family Sciences, Texas Tech University  
  • Paulina Velez-Gomez, Human Development & Family Sciences, Texas Tech University  
  • Dan Fang, Human Development & Family Sciences, Texas Tech University  
  • Debbie Nickles, Human Development & Family Sciences, Texas Tech University  
  • Tim Oblad, Human Development & Family Sciences, Texas Tech University  
  • Andrea Parker, Human Development & Family Sciences, Texas Tech University  
  • Stabdi Samtani, Human Development & Family Sciences, Texas Tech University  
  • Shu Yuan, Human Development & Family Sciences, Texas Tech University  
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2023 Volume 27 Issue 1, Family Science Review
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The Paradox of Closeness and Distance in a Family Science Interactive Video Conferencing Seminar: Lessons for Teaching in a Time of COVID-19 and Beyond

DOI: 10.26536/GLCU4159

Authors

  • Elizabeth Sharp, Human Development & Family Sciences, Texas Tech University  
  • Erika Brooks-Hurst, Human Development & Family Sciences, Texas Tech University  
  • Paulina Velez-Gomez, Human Development & Family Sciences, Texas Tech University  
  • Dan Fang, Human Development & Family Sciences, Texas Tech University  
  • Debbie Nickles, Human Development & Family Sciences, Texas Tech University  
  • Tim Oblad, Human Development & Family Sciences, Texas Tech University  
  • Andrea Parker, Human Development & Family Sciences, Texas Tech University  
  • Stabdi Samtani, Human Development & Family Sciences, Texas Tech University  
  • Shu Yuan, Human Development & Family Sciences, Texas Tech University  
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Abstract

Technological advances have created a myriad of possibilities for university teaching, administration, and research. In particular, the internet makes it possible for teaching and meetings to occur when faculty and students are in different locations, and the use of such technologies has seen an unprecedented upsurge since the COVID-19 pandemic. In this paper, we explore a Family Science graduate seminar taught by an instructor 5000 miles away from the students (n= 7) and a teaching assistant (TA) who were in the same classroom. Using a feminist pedagogical framework, we examined students, the TA, and the instructor’s reactions, emotions, and experiences during a 15-week interactive video conferencing (IVC) seminar. Focusing on discussions in the context of IVC, we share benefits and challenges and offer recommendations for using IVC. This paper contributes to the timely dialogue about discussions and emotions in teaching synchronously online and explores the possibilities and limitations of IVC teaching.

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The Integrative Conceptual Model: Ecological Risk and Protective Factors for East Asian Immigrant Fathers’ Psychological Well-Being in the United States

DOI: 10.26536/KKBW3017

Authors

  • Kwangman Ko, Counseling and Human Services, East Tennessee State University 
  • Sun-A Lee, Sociology, Anthropology, and Child & Family Studies, University of Louisiana 
  • Jaerim Lee, Child Development and Family Studies, Seoul National University
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Abstract

In response to the dearth of research focusing solely on immigrant fathers, we propose the Integrative Conceptual Model to investigate the psychological well-being of recent immigrant fathers from East Asia to the United States. This model addresses how multiple factors in the society (e.g., policy), work and community (e.g., employment), family (e.g., father-child and couple relationships), and individual (e.g., education) levels in the host and home countries are linked to East Asian immigrant fathers’ adaptation to their new environment. More specifically, we focus on the unique risk factors and protective factors to their adjustment, which are vital to the psychological well-being of recent immigrant fathers from East Asia. The Integrative Conceptual Model contributes to the limited fatherhood literature to help understand the multifaceted nature of immigrant fatherhood. Implications include creating culturally sensitive education and intervention programs for East Asian immigrant fathers.

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A Content Analysis of Work-Family Conflict Scholarship in the United States 2010-2018

DOI: 10.26536/VWIG4282

Authors

  • Hassan Raza, Department of Childhood Education and Family Studies, Missouri State University 
  • Joseph G. Grzywacz, Florida State University
  • Brad van Eeden-Moorefield, Montclair State University
  • Miriam Linver, Montclair State University
  • Soyoung Lee, Montclair State University
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Abstract

The current content analysis examines work-family conflict (work-to-family conflict and family-to-work conflict) research published between January 2010 and December 2018. The bioecological theory was used as a conceptual framework to deductively develop and guide the content-coding of hypotheses/research questions. Fifty-eight empirical articles containing 196 hypotheses/research questions were included in the sample. Results indicate that the microsystem was examined more than other ecological systems, and demand characteristics were assessed more than resource or force characteristics of work-family conflict. In addition,  among individuals’ demand characteristics, age and gender were studied more than race in relation to understanding work-family conflict experiences. These findings suggest that future work should focus on studying resource characteristics, demand characteristics, and the influences of the exo-, macro-, and chronosystems that may better explain work-family conflict among employees in the United States. 

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