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We examine time period and generational differences in attitudes toward women's work and family roles in two large, nationally representative U.S. samples, the Monitoring the Future survey of 12th graders and the General Social Survey of adults . Twelfth graders became more accepting of working mothers and equal roles for women in the workplace between the 1970s and the 2010s, with most change occurring between the 1970s and the late 1990s. Acceptance of dual-income families and fathers working half-time or not at all (stay-at-home dads) also increased. Thus, for the most part, Millennials (born 1980s-1990s) have continued trends toward more egalitarian gender roles. However, slightly more 12th graders in the 2010s (vs. the late 1990s) favored the husband as the achiever and decision maker in the family. Adults' attitudes toward working mothers became more egalitarian between the 1970s and the early 1990s, showed a small ''backlash'' in the late 1990s, and then continued the trend toward increased egalitarianism in the 2000s and 2010s. In hierarchical linear modeling analyses separating the effects of time period, generation/cohort, and age, trends were primarily due to time period with a generational peak in egalitarianism among White women Boomers (born 1946-1964). Policy makers should recognize that support for working mothers is now a solid majority position in the United States and design programs for working families accordingly.

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We examined generational differences in reasons for attending college among a nationally representative sample of college students (N = 8 million) entering college between 1971-2014. We validated the items on reasons for attending college against an established measure of extrinsic and intrinsic values among college students in 2014 (n = 189). Millennials (in college 2000s-2010s) and Generation X (1980s-1990s) valued extrinsic reasons for going to college ("to make more money") more, and anti-extrinsic reasons ("to gain a general education and appreciation of ideas") less than Boomers when they were the same age in the 1960s-1970s. Extrinsic reasons for going to college were higher in years with more income inequality, college enrollment, and extrinsic values. These results mirror previous research finding generational increases in extrinsic values begun by GenX and continued by Millennials, suggesting that more recent generations are more likely to favor extrinsic values in their decision-making.

Empirical audit and review is an approach to assessing the evidentiary value of a research area. It involves identifying a topic and selecting a cross-section of studies for replication. We apply the method to research on the psychological consequences of scarcity. Starting with the papers citing a seminal publication in the field, we conducted replications of 20 studies that evaluate the role of scarcity priming in pain sensitivity, resource allocation, materialism, and many other domains. There was considerable variability in the replicability, with some strong successes and other undeniable failures. Empirical audit and review does not attempt to assign an overall replication rate for a heterogeneous field, but rather facilitates researchers seeking to incorporate strength of evidence as they refine theories and plan new investigations in the research area. This method allows for an integration of qualitative and quantitative approaches to review and enables the growth of a cumulative science.