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Effects of the Interaction of Parenting Practices and Environment on...
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Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: closed (14 March 2025) | Viewed by 7757

Special Issue Editors

Dr. Meeta Banerjee

E-Mail Website
Guest Editor
Psychology College of Arts and Sciences, University of South Carolina, Columbia, SC 29208, USA
Interests: community violence exposure; transitions in adolescence; ethnic-racial socialization; ethnic-racial identity; discrimination; academic outcomes; psychosocial outcomes; ethnic minority populations
Dr. Fatima A. Varner

E-Mail Website
Guest Editor
Department of Human Development and Family Sciences, Population Research, The University of Texas at Austin, Austin, TX 78712, USA
Interests: adolescence; parenting; discrimination; race-related stressors; family processes; mental health; academic outcomes; Black Americans; ethnic minority families; coping

Special Issue Information

Dear Colleagues,

Parenting is context-dependent [1] and can influence developmental trajectories across the lifespan [2]. There is a burgeoning body of literature that has demonstrated how parenting practices in ethnic minority populations are linked to psychosocial and academic outcomes [3–5]. Moreover, theoretical and conceptual frameworks have indicated that various environments can shape aspects of parenting and parenting practices [6–8]. This Special Issue welcomes contributions including but not limited to empirical and applied research, various methodological approaches (e.g., qualitative, quantitative, and mixed methods), theoretical/conceptual frameworks on parenting, and intervention or prevention research. Primarily, we are interested in parenting/parenting practices in relation to various contexts (e.g., culture, discrimination, schools, neighborhoods, communities, and workplaces) that focus on either academic (e.g., achievement, motivation, and belonging) or psychosocial outcomes (e.g., identity, mental health, and attachment). Furthermore, we are also interested in intergenerational processes; thus, studies can include outcomes of parenting practices for children, adolescents, and adults to help broaden the topic of interest. This Special Issue aspires to broaden the field of knowledge on parenting from diverse perspectives and backgrounds. Therefore, we welcome both theoretical and empirical contributions to the field. 

References

  1. Belsky, J. The determinants of parenting: A process model. In Child Development; Wiley: Hoboken, NJ, USA, 1984; pp. 83–96.
  2. Holden, G.W. Childrearing and developmental trajectories: Positive pathways, off‐ramps, and dynamic processes. Child Dev. Perspect. 2010, 4(3), 197–204.
  3. Pinquart, M.; Kauser, R. Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis.  Divers. Ethn. Minor. Psychol. 2018, 24(1), 75.
  4. Umaña‐Taylor, A.J.; Hill, N.E. Ethnic–racial socialization in the family: A decade's advance on precursors and outcomes. Marriage Fam. 2020, 82(1), 244–271.
  5. Wang, M.T.; Henry, D.A.; Smith, L.V.; Huguley, J.P.; Guo, J. Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis.  Psychol. 2020, 75(1), 1.
  6. Bronfenbrenner, U. The Ecology of Human Development: Experiments by Nature and Design; Harvard University Press: Cambridge, MA, USA, 1979.
  7. Coll, C.G.; Crnic, K.; Lamberty, G.; Wasik, B.H.; Jenkins, R.; Garcia, H.V.; McAdoo, H.P. An integrative model for the study of developmental competencies in minority children. Child Dev. 1996, 67(5), 1891–1914.
  8. Murry, V.M.; Lippold, M.A. Parenting practices in diverse family structures: Examination of adolescents’ development and adjustment. J. Res. Adolesc. 2018, 28(3), 650–664.

Dr. Meeta Banerjee
Dr. Fatima A. Varner
Guest Editors

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Keywords

  • parenting
  • ethnic minority populations
  • culture
  • schools
  • neighborhoods
  • communities
  • academic outcomes
  • psychosocial outcomes

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Published Papers (8 papers)

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Research

22 pages, 414 KiB  
Article
School Climate and Black Adolescents’ Psychological Functioning: The Roles of Parental Self-Efficacy and Parenting Practices
by Fatima A. Varner, Sophia J. Lamb, Hin Wing Tse, Ahniah R. Charles, Naila A. Smith and Sheretta T. Butler-Barnes
Behav. Sci. 2025, 15(7), 933; https://doi.org/10.3390/bs15070933 - 10 Jul 2025
Abstract
Based on ecological systems theory, adolescents’ school climates can influence family interactions. In this study, it was tested whether associations between adolescents’ and parents’ perceptions of school climate in 7th grade (Wave 1) and adolescents’ later psychological functioning in 11th grade (Wave 4) [...] Read more.
Based on ecological systems theory, adolescents’ school climates can influence family interactions. In this study, it was tested whether associations between adolescents’ and parents’ perceptions of school climate in 7th grade (Wave 1) and adolescents’ later psychological functioning in 11th grade (Wave 4) were partially mediated by parental self-efficacy and parenting practices when the adolescents were in 8th grade (Wave 3). Path analyses were conducted in MPlus v. 7.4. Among 660 Black American families from the Maryland Adolescent Development in Context Study, adolescents’ positive perceptions of school climate were directly related to fewer internalizing and externalizing symptoms, higher resourcefulness, and higher self-esteem. Adolescents’ perceptions of school climate were also indirectly related to their externalizing symptoms through parent–adolescent communication and conflict. Adolescents who reported more positive school climates reported higher parent–adolescent communication and lower parent–adolescent conflict. Adolescents’ reports of school climate were also indirectly associated with self-esteem. Parents’ perceptions of school climate were not directly related to adolescents’ psychological functioning but were directly related to parental self-efficacy and parent–adolescent communication. They were also indirectly related to adolescents’ externalizing symptoms through parental self-efficacy. Parental self-efficacy was positively related to parent–adolescent communication and parents’ home-based school involvement. Overall, the findings highlight the role of school context in adolescents’ psychological functioning and family processes. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
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26 pages, 344 KiB  
Article
An Intergenerational Exploration of Discipline, Attachment, and Black Mother–Daughter Relationships Across the Lifespan
by Seanna Leath, Lamont Bryant, Khrystal Johnson, Jessica Bernice Pitts, Titilope Omole and Sheretta T. Butler-Barnes
Behav. Sci. 2025, 15(7), 887; https://doi.org/10.3390/bs15070887 - 30 Jun 2025
Viewed by 265
Abstract
Discipline is a significant predictor of parent–child attachment and relationship quality across the lifespan. Yet, much of the research on Black families’ disciplinary strategies uses a deficit and myopic lens that focuses on punitive punishment styles (e.g., spanking or taking away privileges). In [...] Read more.
Discipline is a significant predictor of parent–child attachment and relationship quality across the lifespan. Yet, much of the research on Black families’ disciplinary strategies uses a deficit and myopic lens that focuses on punitive punishment styles (e.g., spanking or taking away privileges). In the current exploratory qualitative study, we used an intergenerational narrative lens and thematic analysis to explore semi-structured interview data from 31 Black mothers (25–60 years, Mage = 46) in the United States around their mothers’ disciplinary practices during their childhood. We explored the connections that Black adult daughters made between their childhood disciplinary practices and their current disciplinary practices with their children, as well as their current relationships with their mothers. Adult daughters varied widely in their retrospective accounts of their mothers’ disciplinary strategies, which we categorized into three themes: (a) punitive, (b) logical, and (c) natural. We also identified three themes around how their mothers’ practices informed their current disciplinary practices with their own children: namely, (d) continuity, (e) mix, and (f) shift. Finally, we identified three themes around the current nature of their mother–daughter relationships: (g) strained, (h) progressing, and (i) healthy. The results highlighted the personal and cultural factors that informed Black women’s disciplinary strategies across two generations of mothers and revealed that when adult daughters shifted away from what they experienced during childhood—it was often towards less punitive strategies. Our exploratory findings also pointed to patterns regarding the extent to which Black adult daughters felt connected, validated, and supported by their mothers. The findings lend insight into Black mother–daughter relationship dynamics, particularly around the importance of communication patterns and emotional connection in the culture of discipline within families. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
21 pages, 1251 KiB  
Article
Effects of Parent-Adolescent Relationship Quality on Youth Symptoms Amidst COVID-19
by Frances M. Lobo, Casandra J. Gomez Alvarado, Giselle De Leon, Valerie V. Salcido, Paula Sanchez-Hernandez and Gabriela L. Stein
Behav. Sci. 2025, 15(7), 862; https://doi.org/10.3390/bs15070862 - 25 Jun 2025
Viewed by 296
Abstract
Amidst the health and socioeconomic burdens COVID-19 placed on families, communities of color also grappled with heightened xenophobia and racism. Yet, adolescents also found silver linings in the form of spending time with family and engaging in activities promoting relaxation and leisure. The [...] Read more.
Amidst the health and socioeconomic burdens COVID-19 placed on families, communities of color also grappled with heightened xenophobia and racism. Yet, adolescents also found silver linings in the form of spending time with family and engaging in activities promoting relaxation and leisure. The present study examined parent-adolescent relationship quality (RQ) as a moderator of the relations of Latinx youth’s environment (i.e., racial-ethnic discrimination, COVID-19 stress, and COVID-19 silver linings) on their anxiety and depressive symptoms, both concurrently and six months later. Participants included 135 Latinx adolescents (Mage = 16.00, SD = 1.27; 59.3% female; 85.2% U.S.-born). Path analytic models revealed that youth discrimination experiences were positively associated with youth symptomatology, whereas COVID-19 silver linings and positive RQ were negatively associated with youth symptomatology. We also found that at mean and higher levels of negative RQ, discrimination experiences were positively associated with concurrent anxiety symptoms, suggesting that negative relationship features (e.g., conflict, pressure) exacerbated the effects of discrimination on youth anxiety. Therefore, stressors may predict youth symptomatology concurrently, but cultivating a positive parent-adolescent relationship and encouraging finding silver linings may bolster resilience in Latinx youth across time amidst adversity. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
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13 pages, 283 KiB  
Article
Cultural Transmission: Understanding the Processes of Ethnic/Racial Socialization in Racially/Ethnically Minoritized Parents
by Ryan Houston-Dial, Meeta Banerjee and Nada M. Goodrum
Behav. Sci. 2025, 15(6), 716; https://doi.org/10.3390/bs15060716 - 22 May 2025
Viewed by 458
Abstract
Ethnic/racial socialization has been identified as a key protective mechanism within minoritized populations towards racism and discrimination within the United States. Prior research has highlighted the importance of the relation between ethnic/racial identity and ethnic/racial socialization practices, but less is known about how [...] Read more.
Ethnic/racial socialization has been identified as a key protective mechanism within minoritized populations towards racism and discrimination within the United States. Prior research has highlighted the importance of the relation between ethnic/racial identity and ethnic/racial socialization practices, but less is known about how these associations manifest across diverse groups. The current study explored the associations between parental ethnic/racial identity and ethnic/racial socialization in a national sample of 414 Black, Latine, and Asian American parents. Racially/ethnically minoritized parents from around the United States reported on their ethnic/racial identity and ethnic/racial socialization practices with their children. Hierarchical linear regressions indicated that racial centrality and private regard were significant predictors of preparation for bias and cultural socialization messages. The implications from this study are that there are myriad factors that influence socialization practices in racially/ethnically minoritized families. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
15 pages, 644 KiB  
Article
From External to Internal: The Mediating Role of Educational Aspiration and Depression on the Association Between Caregiver Expectation and Academic Performance Among Chinese Rural Students
by Jia Zhuang and Yuying Tong
Behav. Sci. 2025, 15(5), 698; https://doi.org/10.3390/bs15050698 - 19 May 2025
Viewed by 479
Abstract
Although empirical studies have consistently suggested that educational expectations from caregivers would shape students’ internal factors of learning (e.g., educational aspirations, mental status, and motivation), how such processes further link with students’ academic ability received relatively little scholarly attention. Using the longitudinal China [...] Read more.
Although empirical studies have consistently suggested that educational expectations from caregivers would shape students’ internal factors of learning (e.g., educational aspirations, mental status, and motivation), how such processes further link with students’ academic ability received relatively little scholarly attention. Using the longitudinal China Family Panel Studies survey data, this paper applies structural equation modelling to examine the interrelationship between caregiver educational expectation, educational aspiration, depression, and academic performance of Chinese rural students (N = 584). The results show a negative correlation between caregiver educational expectation and rural students’ depression. Further, we find that when family wealth, fathers’ education level, students’ age, gender, and school type (public/private) are controlled for, caregiver educational expectation positively correlates with rural students’ educational aspiration and negatively associates with their depression, which is further positively and negatively associated with their academic performance, respectively. Our findings indicate that caregiver educational expectations might play a salient role in intervention programs enhancing rural students’ academic performance through promoting their educational aspirations and alleviating their depression. The results of this study offer fresh insight into how rural educators, families, and practitioners might address the issue of Chinese rural students’ low academic outcomes. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
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24 pages, 729 KiB  
Article
Mothers’ Self-Worth and Children’s Achievements: A Q Methodological Analysis of Perception Types
by Kyongmin Lee, Song Yi Lee and Sanghee Lee
Behav. Sci. 2025, 15(5), 569; https://doi.org/10.3390/bs15050569 - 23 Apr 2025
Viewed by 882
Abstract
This study explores mothers’ subjective perceptions of self-worth in relation to their children’s achievements using Q methodology. A Q population was constructed based on previous studies and interviews. Forty Q sample statements were selected. Thirty-three mothers raising children were purposefully sampled to ensure [...] Read more.
This study explores mothers’ subjective perceptions of self-worth in relation to their children’s achievements using Q methodology. A Q population was constructed based on previous studies and interviews. Forty Q sample statements were selected. Thirty-three mothers raising children were purposefully sampled to ensure representativeness in the P sample. The Q sorting procedure was conducted, followed by a principal component analysis using the Ken-Q Analysis Desktop Edition. The findings identified four distinct types of maternal self-worth perception: Type 1, Achievement-Independent, perceives self-worth independently from their children’s achievements and accepts their failures without attempting to control them. Type 2, Achievement-Dependent, considers children’s achievements crucial in their own life satisfaction and exhibits a strong tendency to control their children. Type 3, Ambivalent-Fusion, believes that children’s achievements do not directly affect their self-worth but shows an overprotective attitude to prevent their children’s failure. Type 4, Maternal-Obligation, perceives children’s achievements as a validation of their role as a mother and strongly internalizes the expectations and responsibilities associated with motherhood. This study categorizes mothers’ perceptions of self-worth and highlights the need for tailored support. The findings provide foundational data for the development of counseling services aimed at addressing mothers’ self-worth in relation to their children’s achievements. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
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21 pages, 313 KiB  
Article
Out of the Mouths of Babes: Black Children’s Experiences of Emotion-Focused Racial–Ethnic Socialization, Coping, and Antiracist Resistance
by Emilie Phillips Smith, Simone E. Bibbs, Deborah J. Johnson, Lekie Dwanyen, Kendal Holtrop and LaVelle Gipson-Tansil
Behav. Sci. 2025, 15(2), 222; https://doi.org/10.3390/bs15020222 - 16 Feb 2025
Viewed by 1868
Abstract
Black children in the U.S. learn from scaffolded parental teachings to help manage racial discrimination. Middle childhood is an understudied developmental period for this research. This paper builds upon research on culturally informed practices Black caregivers use to rear their young with a [...] Read more.
Black children in the U.S. learn from scaffolded parental teachings to help manage racial discrimination. Middle childhood is an understudied developmental period for this research. This paper builds upon research on culturally informed practices Black caregivers use to rear their young with a healthy identity and socio-emotional skills to navigate racism Guided by a phenomenological qualitative approach, we conducted focus groups with 39 Black children (Meanage = 7.67, 54% girls, 46% boys). Children reported that their parents imparted a sense of positive identity in terms of their cultural heritage, skin, and hair—areas in which they experienced frequent bullying. A uniqueness of our study is that Black children also reported learning emotion-centered coping strategies that focus on their inner strengths and private speech. They adopted a range of adaptive coping mechanisms such as kindness, ignoring perpetrators, centering their positive identity, identity framing, and fighting back. Through children’s voices, we build upon previous research integrating racial–ethnic socialization (RES) with socio-emotional competencies in response to discrimination. We underscore the importance of exploring racial–ethnic identity development and socialization in childhood, a developmental period in which these processes are understudied. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
16 pages, 757 KiB  
Article
Maternal Involvement in Education, Bicultural Acceptance, and School Adjustment: An Autoregressive Cross-Lagged Modeling Study among Adolescents from Multicultural Families
by Yangmi Lim
Behav. Sci. 2024, 14(5), 368; https://doi.org/10.3390/bs14050368 - 26 Apr 2024
Cited by 1 | Viewed by 2172
Abstract
This study examined the associations between maternal involvement in education and bicultural acceptance and school adjustment during the first year of middle school among adolescents from Korean multicultural families as well as the reciprocal relationships between bicultural acceptance and school adjustment during the [...] Read more.
This study examined the associations between maternal involvement in education and bicultural acceptance and school adjustment during the first year of middle school among adolescents from Korean multicultural families as well as the reciprocal relationships between bicultural acceptance and school adjustment during the three years of middle school. The present study used three-wave longitudinal data of 1185 dyads of adolescents (50.8% girls; mean age = 12.96 ± 0.35 years at the first wave) and their immigrant mothers (mean age = 43.54 ± 5.19 years at the first wave), who participated in the Multicultural Adolescents Panel Study. An autoregressive cross-lagged modeling analysis revealed that maternal involvement in education was significantly and positively associated with adolescents’ bicultural acceptance and school adjustment in the first year of middle school. Individual levels of bicultural acceptance and school adjustment among adolescents remained moderately stable over the three years. Whereas the positive effects of school adjustment on bicultural acceptance were significant over time, the effects of bicultural acceptance on school adjustment were not. Finally, this study highlights the roles of intervention programs (e.g., parent and multicultural education) in facilitating maternal involvement in education and school adjustment as well as in increasing bicultural acceptance among minority youths. Full article
(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)
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