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

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