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The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories—bioecological theory and developmental niche theory—to draw attention to how maternal education may influence children's academic outcomes through a range of parenting mechanisms, some of which have been largely neglected in research. This framework provides a more complete picture of how maternal education shapes proximal and distal influences on children's academic outcomes and the ways in which these mechanisms interact and reinforce one another across time and context. The implications of this framework for future family research are then discussed.

We examined the extent to which system justification buffered the negative effective of retrospective experiences of active harm from general sources in society on life satisfaction during the same assessment period, and prospectively 1 year later. Results from a nationally representative sample indicated that the retrospective assessment of active harm and quality of life were uncorrelated for people who endorsed system justifying ideology (N = 6,518). Study 2 replicated the concurrent buffering effect of system justification on subjective wellbeing and demonstrated that the effect reversed over time. For people high in system justification beliefs, societal-level harm prospectively predicted lower life satisfaction 1 year later (N = 136 undergraduates). Perceiving the system as fair and legitimate in the face of harm from others in society has opposing short and longer-term effects on wellbeing. We argue that these opposing effects occur because although system justification trumps experiences of harm and buffers life satisfaction in the short-term; the resulting experience-belief conflict engenders a state of ideological dissonance that predicts negative psychological outcomes down the track.

abstract People with low incomes have poorer health outcomes, including greater risk for disease and shorter lifespans. This pattern has the least favorable outcomes for those living in poverty but is present at every level of the income ladder. Income support programs that provide a social safety net for families-including the Earned Income Tax Credit and Temporary Assistance for Needy Families-can influence health by meeting families' basic needs and supporting participation in economic development. However, families face inequitable access to income support programs. States vary in whether they offer the Earned Income Tax Credit, and this can lead to unequal access and participation across groups. Critical challenges for policy makers are identifying barriers to access to and participation in income supports as well as developing strategies to increase equitable access to income supports. This article synthesizes evidence on income and health and its relevance to income supports.

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th–11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11–12 at Time 1) recruited in sixth grade from six public schools in New York City. All forms of discrimination increased during middle school and decreased during high school. The frequency with which adolescents reported different sources and types of discrimination varied across ethnicity/race, but not gender. Initial levels and rates of change in discrimination predicted academic, behavioral, and psychological adjustment in 8th and 11th grades, albeit in complex ways.

IntroductionExpectant and parenting teens experience many challenges to achieving self-sufficiency and promoting their children’s healthy development. Teen parents need support to help them address these challenges, and many different types of programs aim to support them. In this systematic review, we examine the research about programs that aim to support aspects of teen parents’ self-sufficiency by promoting their educational outcomes and healthy birth spacing.MethodsWe conducted a comprehensive literature search of published and unpublished literature to identify studies of programs to support teen parents that met this review’s eligibility criteria. The quality and execution of the eligible study research designs were assessed to determine whether studies’ findings were at risk of bias. We then extracted information about study characteristics, outcomes, and program characteristics for studies considered to provide rigorous evidence.ResultsWe identified 58 eligible studies. Twenty-three studies were considered to provide rigorous evidence about either education, contraceptive use, or repeat pregnancy or birth. Seventeen of these studies showed at least one favorable effect on an outcome in one of these domains, whereas the other six did not show any significant or substantial effects in these domains. These 17 studies represent 14 effective programs.DiscussionEffective programs to support expectant and parenting teens have diverse characteristics, indicating there is no single approach for promoting teens’ education and healthy birth spacing. More rigorous studies of programs to support teen parents are needed to understand more about how to support teen fathers and the program characteristics associated with effectiveness.

Until recently, federal programs had not explicitly focused on improving the outcomes of highly vulnerable teen parents. Established in 2010, the Pregnancy Assistance Fund (PAF) aims to improve the health, social, educational, and economic outcomes for expectant and parenting teens and young adults, their children, and their families, through providing grants to states and tribes. This article introduces the Maternal and Child Health Journal supplement “Supporting Expectant and Parenting Teens: The Pregnancy Assistance Fund,” which draws together the perspectives of researchers and practitioners to provide insights into serving expectant and parenting teens through the PAF program. The articles in the supplement include examples of programs that use different intervention strategies to support teen parents, with programs based in high school, college, and community settings in both urban and rural locations. Some of the articles provide rigorous evidence of what works to support teen parents. In addition, the articles demonstrate key lessons learned from implementation, including allowing some flexibility in implementation while clearly outlining core programmatic components, using partnerships to meet the multifaceted needs of young parents, hiring the right staff and providing extensive training, using strategies for engaging and recruiting teen parents, and planning for sustainability early. The studies use a range of qualitative and quantitative methods to evaluate programs to support teen parents, and three articles describe how to implement innovative and cost effective methods to evaluate these kinds of programs. By summarizing findings across the supplement, we increase understanding of what is known about serving expectant and parenting teens and point to next steps for future research.

IntroductionThe Pregnancy Assistance Fund (PAF) program funds states and tribes to provide a wide range of services to improve health, social, educational, and economic outcomes for expectant and parenting teens and young adults, their children, and their families. This introductory article to the Maternal and Child Health Journal supplement Supporting Expectant and Parenting Teens: The Pregnancy Assistance Fund provides a description of the PAF program, including the program goals and structure, participants and communities served, and services provided; presents data on the reach and success of the program; and describes lessons learned from PAF grantees on how to enhance programs and services to have the best outcomes for expectant and parenting young families.MethodsPerformance measure data are used to describe the reach and success of the PAF program, and implementation experiences and lessons learned from PAF grantees were gathered through a standardized review of grantee applications and from interviews with grant administrators.ResultsSince its establishment in 2010, the PAF program has served 109,661 expectant and parenting teens, young adults, and their families across 32 states, including the District of Columbia, and seven tribal organizations; established more than 3400 partnerships; and trained more than 7500 professionals. Expectant and parenting teens and young adults who participated in the PAF program stay in high school, make plans to attend college, and have low rates of repeat pregnancy within a year.ConclusionsExpectant and parenting teens and young adults in the PAF program demonstrated success in meeting their educational goals and preventing repeat unintended pregnancies. In addition, the staff who implemented the PAF programs learned many lessons for how to enhance programs and services to have the best outcomes for expectant and parenting young families, including creating partnerships to meet the multifaceted needs of teen parents and using evidence-based programs to promote program sustainability.

Reports findings from a national sample of NZers who were asked about their exposure to heavy drinkers. Describes the broad range of harms reported by New Zealanders due to the drinking of someone else. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

New Zealand (NZ) Europeans show a unique implicit bicultural effect, with research using the Implicit Association Test consistently showing that they associate Māori (the Indigenous peoples) and their own (dominant/advantaged majority) group as equally representative of the nation. We replicated and extended this NZ = bicultural effect in a small online national sample of Māori and NZ Europeans. The NZ European majority showed a consistent NZ = bicultural effect. Māori, in contrast, showed an automatic ingroup NZ = Māori effect. These results are contrary to predictions derived from Social Identity Theory and System Justification Theory, and instead seem more consistent with a model incorporating the pervasive effects of culture-specific symbols on automatic representations of the national category.

Presents data from a national postal sample examining the core content of societal stereotypes (or meta-stereotypes) of Pākehā, Māori, Pacific Nations, and Asian New Zealanders in NZ. Applies recent theoretical models of stereotype content developed overseas in an attempt to understand how systemic differences in the content of stereotypes of different ethnic groups residing in NZ might arise, and how specific stereotypes of different ethnic groups might contribute to our understanding of ethnic prejudice and discrimination in NZ's unique socio-political context. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.