Human Development and Family Science publications and presentations (MU)
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Items in this collection represent public presentations made by Department of Human Development and Family Science faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format. Items may contain more than one file type.
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Item Judicial Decision-Making in Intimate Partner Violence Cases : A Scoping Review and Critical Analysis(Taylor & Francis, 2025) Park, So YoungFamily courts have increasingly made decisions in intimate partner violence (IPV) cases that extend or restrict protections for certain groups of survivors, impacting both the individuals and their family systems. Understanding how judicial decisions are made in cases involving IPV is critical to addressing systemic issues and advocating for fair, predictable outcomes for underrepresented populations. This scoping review paper identifies scholarships that inform us on how court decisions are made for cases involving IPV in the literature. Scholarships in the literature are analyzed based on the framework of intersectionality – a lens that many IPV scholars have suggested to be appropriate in revealing how structural forces reinforce social inequalities – and American Legal Realism – a legal theory that provides a useful theoretical perspective in analyzing judicial decision-makings. The analysis addresses knowledge gaps in the literature and ends by suggesting directions for future research including, an integration of the two frameworks to better understand court decisions of IPV cases.Item Correlates of Well-being and Academic Outcomes Among Student Parents in College During the COVID-19 Pandemic(Sage Journals, 2025) Garcia, Aileen S.; Wang, Dan; Williams, Micahel Steven; Payton, Jessica; Hyun, Sunah; Tuliao, MinervaThe present study examines the impact of the coronavirus disease-2019 (COVID-19) pandemic on the well-being and academic outcomes of student parents, a group that often faces significant challenges balancing parenthood with education. Using data from a national survey of 60,719 undergraduate students aged 18–24, including 795 student parents, statistical analyses compared student parents to nonparents, examining perceived stress and support, well-being, and academic success. Findings revealed that student parents reported higher levels of COVID-related and financial stress, less faculty support, and poorer health, mental health, and academic outcomes. Generalized linear models revealed student parents’ gender, perceived COVID-related stress, faculty and campus support, and academic stress to be key predictors of their well-being and academic performance. This study underscores the need for targeted support from institutions, faculty, and policymakers to address the unique challenges faced by student parents, especially during chronic stressful periods, to ensure a more equitable higher education environment.Item Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions(Frontiers, 2024) Garcia, Aileen; Jeon, Shinyoung; Kwon, Kyong-Ah; Horm, Diane M.The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is directly and indirectly related to adaptability to virtual instruction via teachers’ executive function during the COVID-19 pandemic. With a research-practice partnership project in a Head Start program in a metropolitan area in the central United States, data were collected from the Early Head Start/Head Start annual teacher survey (n = 148). Mediation analysis showed that teachers who demonstrated higher well-being displayed higher levels of executive function, which in turn was associated with greater adaptability in virtual instruction. Beyond the pandemic, findings highlight the importance of supporting teachers’ well-being and executive functions to promote adaptability, which is critical not only in virtual instruction, but also in successfully navigating other challenges of the teaching profession.Item Evidence-based program implementation variability in new contexts : the Head Start REDI program(2024) Welsh, Janet; Chilenski, Sarah M.; Daniels, Ann-Michelle; Letcher, Amber; Garcia, AileenThis study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum involved 5 subcomponents targeting children’s literacy skills and social-emotional development. Teachers were provided with inperson and on-line training and in-person implementation support from a REDI coach. Implementation fidelity included ratings of of curriculum dosage and child engagement, as well as coach ratings of teaching quality using a modified version of the Classroom Assessment Scoring Scale (CLASS). Teachers indicated which adaptations they made to the curriculum and the reasons for these adaptations. Teachers also completed qualitative, post-implementation interviews to obtain their impressions of REDI and the need for planned modifications in their context. Analyses included measures of implementation fidelity and qualitative evaluation of adaptations. Results indicated that teachers found the REDI program both feasible and helpful for their students. Suggestions for planned adaptations included more STEM activities and the freedom to choose the dialogic reading books. Many spontaneous adaptations were noted. Teachers indicated that pragmatic issues, such as lack of time, were the main reasons for adapting the program, and deletions and substitutions of curricular activities were the most common types of changes. Implementation of program subcomponents improved gradually over the course of the school year. Some subcomponents were more likely to be adapted than others.