Research on women's employment and parenthood frequently focuses on the correlates and consequences of decisions at a particular time, such as a birth. This article applies a group‐based trajectory method to examine women's employment trajectories across the period of early parenthood using the National Longitudinal Survey of Youth 1979 (N= 2,093). We find that throughout early parenthood, women exhibit significant movement into and out of the labor force. Factors that typically predict women's employment status, such as age at first birth and education, are also good predictors of women's employment patterns. We discuss the implications of these findings for future research, particularly on the use of a static measure of women's or couples’ employment status.

We report new O isotopic data on 41 presolar oxide grains, 38 MgAl 2 O 4 (spinel) and 3 Al 2 O 3 from the CM2 meteorite Murray, identified with a recently developed automated measurement system for the NanoSIMS. We have also obtained Mg-Al isotopic results on 29 of the same grains (26 spinel and 3 Al 2 O 3 ). The majority of the grains have O isotopic compositions typical of most presolar oxides, fall well into the four previously defined groups, and are most likely condensates from either red giant branch or asymptotic giant branch stars.We have also discovered several grains with more unusual O and Mg compositions suggesting formation in extreme astrophysical environments, such as novae and supernovae. One of these grains has massive enrichments in 17 O, 25 Mg, and 26 Mg, which are isotopic signatures indicative of condensation from nova ejecta. Two grains of supernova origin were also discovered: one has a large 18 O/ 16 O ratio typical of Group 4 presolar oxides; another grain is substantially enriched in 16 O, and also contains radiogenic 44 Ca from the decay of 44 Ti, a likely condensate from material originating in the O-rich inner zones of a Type II supernova. In addition, several Group 2 presolar spinel grains also have large 25 Mg and 26 Mg isotopic anomalies that are difficult to explain by standard nucleosynthesis in low-mass stars. Auger elemental spectral analyses were performed on the grains and qualitatively suggest that presolar spinel may not have higher-thanstoichiometric Al/Mg ratios, in contrast to SIMS results obtained here and reported previously.

Researchers continue to question fathers’ willingness to report their biological children in surveys and the ability of surveys to adequately represent fathers. To address these concerns, this study evaluates the quality of men’s fertility data in the 1979 and 1997 cohorts of the National Longitudinal Survey of Youth (NLSY79 and NLSY97) and in the 2002 National Survey of Family Growth (NSFG). Comparing fertility rates in each survey to population rates based on data from the Vital Statistics and the U.S. Census Bureau, we document how the incomplete reporting of births in different surveys varies according to men’s characteristics, including their age, race, marital status, and birth cohort. In addition, we use Monte Carlo simulations based on the NSFG data to demonstrate how birth underreporting biases associations between early parenthood and its antecedents. We found that in the NSFG, roughly four out of five early births were reported, but in the NLSY79 and NLSY9, almost nine-tenths of early births were reported. In all three surveys, incomplete reporting was especially pronounced for nonmarital births. Our results suggest that the quality of male fertility data is strongly linked to survey design and that it has implications for models of early male fertility.

Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a "scalable IE" curriculum-a curriculum used in a large course (∼130 students per section) and likely adoptable by a wide range of physics departments-could produce significant attitudinal benefits relative to a traditional-lecture curriculum. This study included data across three years, 10 instructors, over 30 sections, and over 1100 students, and our analytic strategy allowed us to isolate the effects that were due to the curriculum itself rather than other potential factors such as instructor differences or preexisting differences among students. Results revealed that our Active-Physics curriculum, which is based on Moore's Six Ideas That Shaped Physics, produced significant attitudinal and conceptuallearning benefits relative to our traditional-lecture physics curriculum. Further, the Active-Physics curriculum, for the most part, benefitted males and females equally, and relative to the Fall semester alone, the benefits of Active Physics became more robust when viewed across the entire two-semester sequence of introductory physics. Our data highlight that some (though not all) of the attitudinal benefits of small, inquiry-based courses may be achievable in larger course with scalable IE curricula that can potentially reach a large proportion of introductory physics students.

Prior research suggests that youths' engagement in out-of-school time programs may be a crucial factor linking program participation to positive outcomes during adolescence. Guided by the theoretical concept of flow and by stage-environment fit theory, the present study explored correlates of engagement in youth programs. Engagement was conceptualized as the extent to which youth found the program activities enjoyable, interesting, and challenging. The current study examined how program content, monetary incentives, and youth demographic characteristics were linked to youth engagement among a sample of primarily low-income middle and high school youth attending 30 out-of-school programs (n = 435, 51 % female). Results from multilevel models suggested that program content and staff quality were strongly associated with youth engagement. Youth who reported learning new skills, learning about college, and learning about jobs through activities in the program were more engaged, as were youth who found the staff caring and competent. Results demonstrated that the link between learning content for the future and engagement was stronger for older youth than younger youth. In addition, there was a trend suggesting that providing a monetary incentive was associated negatively with youth engagement. Taken as a whole, these findings have important implications for researchers, practitioners, and policymakers interested in understanding the characteristics of out-of-school time programs that engage older youth.

Collective efficacy refers to a perceived sense of connectedness and willingness to intervene among youth, and is a potential aspect of positive youth development (Larson in Am Psychol 55:170–183, ; Lerner et al. in Child Dev 71:11–20, ; Sampson et al. in Science 277:918–924, ). Theoretically, those who feel connected to a group that is empowered to positively influence the behavior of their peers may demonstrate fewer problem behaviors. Few studies, however, have measured the impact of youth perceptions of collective efficacy. As a relatively new child‐related research topic, there is much to be learned. One contribution to the foundation of this research agenda begins by evaluating the reliability and validity of a measure of collective efficacy with elementary children attending community‐based afterschool programs. This paper describes the internal consistency reliability and various indicators of construct and concurrent validity of the Collective Efficacy Among Children Scale. The measure was found to have high internal consistency reliability. Construct validity was tested using exploratory factor analyses of collective efficacy including the dimensions of willingness to intervene and cohesion found in previous research (Sampson et al. in Science 277:918–924, ). Concurrent validity assessed relations between the scale and other measures in theoretically congruent ways. Using Hierarchical Linear Models to account for children's nestedness in after‐school programs, connectedness was found to be more related to emotional adjustment, particularly children's prosocial attitudes (caring about others and sharing). Children's perception of the willingness of the group to intervene was found to be related to less problem behavior, (i.e. smoking tobacco, drinking alcohol, vandalism, and stealing). The implications suggest that future research should further explore children's collective efficacy, and ways to foster its development in youth‐serving afterschool settings.

Can work-family policies promote greater gender equity in family roles? Using interviews with couples from upstate New York, we examine the role of work-family policies in the decisions dual-earner married couples make about paid work during the transition to parenthood. During the period immediately around a birth, differences in mothers’ and fathers’ access to paid time off from work interacted with their parenting role ideologies to influence gender differences in paid work arrangements. After the initial transition, employed women used and created more flexibility in their work arrangements than their husbands, often reducing their husbands’ need to use available work-family policies.

In this paper we tested three hypotheses: (a) the transition to fatherhood is associated with an increase in work effort; (b) the positive association (if any) between the transition to fatherhood and work effort is greater for fathers who are married at the time of the transition; and (c) the association (if any) is greater for men who make the transition at younger ages. The data are from the National Longitudinal Survey of Youth 1979 Cohort. The transition to fatherhood was associated with an increase in work effort among young unmarried men, but not for married men. Among married men who were on-time fathers, work effort decreased. Among childless men, the marriage transition was associated with increased work effort.