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The current study used survey data from 786 African American mother–adolescent (M = 12.29 years; 48% female) dyads to examine profiles of 7th‐grade parental educational involvement and their associations with adolescents' 11th‐grade academic performance, academic self‐concept, and educational aspirations. Using latent profile analyses, four patterns emerged: (a) Low Involvers; (b) Helpers, Low Providers; (c) Providers, Low Helpers; and (d) More Involved Helpers and Providers. The More Involved Helpers and Providers had adolescents with higher grades than the Helpers, Low Providers and the Low Involvers. The Providers, Low Helpers also had adolescents with higher educational aspirations than other profiles except for the More Involved Helpers and Providers. Findings suggest multiple pathways through which African American parents can enhance adolescents' academic outcomes.

 

Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability selfconcepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; Mage¼ 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/ cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents. 

How women experience pregnancy as uplifting or a hassle is related to their mental and physical health and birth outcomes. Pregnancy during a pandemic introduces new hassles, but may offer benefits that could affect how women perceive their pregnancy. Surveying 118 ethnically and racially diverse pregnant women, we explore (1) women’s traditional and pandemic-related pregnancy uplifts and hassles and (2) how these experiences of pregnancy relate to their feelings of loneliness, positivity, depression, and anxiety. Regressions show that women who experience more intense feelings of uplifts than hassles also feel more positive, less lonely, and have better mental health. Findings suggest that focusing on positive aspects of being pregnant, in general and during a pandemic, might be beneficial for pregnant women’s mental health.