ࡗ Reinvestigating Remarriage: Another Decade of ProgressThe body of stepfamily research published this decade exceeded the entire output of the previous 90 years of the century. The complexity and quality of the scholarly work in this decade improved as well-better samples were obtained, methods were more sensitive to stepfamily complexity, longitudinal designs were more frequently employed, and other important methodological gains were made. Unfortunately, many unknowns regarding remarriages and stepfamilies remain. We present an overview of trends regarding topics, research methods, and theories; we critique research methods that have not been productive; and we identify scholarly advances. Finally, new conceptual, methodological, and theoretical directions for future scholarship on remarriages and stepfamilies are proposed.Remarriages and stepfamilies have always represented a substantial proportion of marriages and families in the United States and other Western countries (Phillips, 1997). However, researchers paid little attention to stepfamilies until the 1970s, when divorce replaced bereavement as the leading precursor to remarriage (Cherlin, 1992). Postdivorce stepfamilies were hard to ignore because unlike postbereavement stepfamilies, remarriage no longer reconstituted the nuclear family, and stepparents often were added ''parent figures'' rather than substitutes for deceased parents. The

The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families.

This study used structural equation modeling to test a model of ethnic identity development among 513 Mexican-origin adolescents living in the United States. The model examined the influence of ecological factors, familial ethnic socialization, and autonomy on adolescents' ethnic identity achievement. Findings indicated that lower percentages of Mexican-origin individuals attending adolescents'schools and fewer members of adolescents' immediate family born in the UnitedStates were each associated with greater familial ethnic socialization; furthermore, familial ethnic socialization was positively related to ethnic identity achievement. These findings suggest that ecological factors indirectly influence ethnic identity achievement through their influence on familial ethnic socialization.

This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all three ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.

The purposes of this study were to examine the strategies that stepparents use to develop and maintain affinity with stepchildren and the effects that these strategies have on the development of stepparent-stepchild relationships. Data were collected via interviews with members of 17 stepfamilies in which there was at least one stepchild between the ages of 10 and 19 living in the household. Stepparent-stepchild relationships are characterized by liking and affection when stepparents focus on developing friendships with stepchildren and when they continue those efforts after they begin sharing a residence together. We identified 31 affinity-seeking strategies. Dyadic activities worked best, but it is important that stepchildren recognize affinity-seeking attempts. The success of affinity-seeking and affinity-maintaining strategies are contingent on the interpersonal and intrapersonal contexts within which they occur. In the stepfamilies in which step-relationships were poor, there was competition from the nonresidential parent, the stepparents had take-charge personalities, and the stepchildren did not recognize the stepparent's affinity-seeking efforts.

S cholarly activity is an expected and rewarded enterprise for many professionals (Keith-Spiegel & Koocher, 1985). In academic settings, decisions regarding promotion, tenure, and salary are heavily influenced not only by the number of publications in peerreviewed journals but also by the number of first-authored publications (Costa & Gatz, 1992). Similarly, in applied settings, professionals with strong publication records are often considered to have more competence and expertise than their less published counterparts.Clearly, authorship credit and authorship order are not trivial matters. Because of the importance of authorship credit, dilemmas may arise when more than one person is involved in a scholarly project. In this article, we specifically address collaborative efforts between faculty and undergraduate or graduate students. The importance of authorship in the faculty-student research context was underscored by Goodyear, Crego, and Johnston (1992), who found that authorship issues were among the "critical incidents" identified by experienced researchers in faculty-student research collaborations.The purpose of this article is to contribute to the discussions regarding the determination of authorship credit and order of authorship-in the faculty-student research context. There are six parts to the article. To provide a context for the discussions, the first part presents four hypothetical cases. Because the final authorship decisions in these cases are based on considerations reviewed later in the article, the cases end before the final decisions were determined. The second part reviews available guidelines for determining authorship credit and order. The third part describes ethical issues related to authorship credit and authorship order when faculty and students collaborate. The fourth part of the article highlights several ethical principles that may provide assistance in resolving authorship dilemmas. The fifth part provides tentative recommendations for faculty who collaborate with students on scholarly projects. The final part revisits the four hypothetical cases with our opinions regarding what authorship decisions would have been appropriate. Hypothetical Cases Case IA student in a clinical psychology doctoral program conducted dissertation research at a practicum site. The initial idea for the study was developed between the practicum supervisor (a psychologist) and the student. The dissertation committee was composed of the chair, who was a psychology faculty member in the student's graduate department; the practicum supervisor; and another psychology faculty member in the same department. After the dissertation was approved, the chair of the committee raised the possibility of writing a journal article based on the dissertation. The student agreed to write the first and subsequent drafts of the manuscript, the committee chair agreed to supervise the writing process, and the practicum supervisor agreed to review drafts of the paper. On initial drafts, the student, practicum supervisor, and co...

The purposes of this study were to determine the degree of consistency in stepfamily members' perceptions of the step-parent role, to examine the relation between the degree of consistency in role perceptions and adjustment in stepfamilies, and to determine the extent to which clarity pertaining to the step-parent role was related to adjustment. Step-parents, parents and stepchildren from 40 stepfamilies completed a series of self-report questionnaires pertaining to their perceptions of the step-parent role and multiple levels of adjustment in their stepfamilies. Step-parents and parents perceived that the step-parent should and does play an active parental role, stepchildren were more likely to perceive that the step-parent should assume the less active role of `friend', and consistency in role perceptions was moderately strongly related to the interpersonal dimensions of adjustment in stepfamilies. The findings suggest that stepchildren have differing perceptions of the step-parent role than do their parents and step-parents.

This article reviews 21 empirical studies in which the relationship between self-esteem and ethnic identity among Latino adolescents was examined. This analysis indicates that for some conceptualizations of ethnic identity there has been a positive relationship between ethnic identity and self-esteem, whereas with other conceptualizations the relationships between ethnic identity and self-esteemhave been inconsistent. The methodological limitations of the existing work are also examined. Despite the differences in conceptualization and the methodological limitations, the existing research suggests a positive relationship between degree of ethnic identification and self-esteemfor Latinos who live in areas where their Latino group composes the majority of the Latino population.