Summary
Because stereotypes remain problematic, this study sought to determine if a modified form of jigsaw (cooperative) learning could be effective in encouraging students in two sections (N=72) of a Multicultural Family Studies course to truly consider parenting norms across ethnic groups at a high level of cognitive engagement. With no significant difference between classes, f(5,116)=1.637, p=.156, student assignments were coded utilizing a pattern-matching model (Yin, 2009) with Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) to reveal the depth of student reasoning. Student evaluations dealing specifically with group learning were also considered. Evidence indicates that the jigsaw was successful and that many performed at high levels of cognitive processing, with 21.8% at the Analyzing level, with students breaking the material into parts seeking to understand relationships. However, the average performance was 2.93/6.0, Applyinglevel, indicating most students were using existing knowledge in unique ways to complete the assignment.

Objectives

• To evaluate the effectiveness of a modified jigsaw group in a family science class
• To explore Bloom's revised taxonomy as an evaluation tool for teaching methods
• To determine what future changes should be made for more successful learning

Subject Codes: education, cultural competence, parenting
Population Codes: Family Scientists, undergraduate students, Family Life Education
Method and Approach Codes: scholarship of teaching and learning (SoTL), educational, Family Science

Summary
As indicated by Elder (1974, 1994), individuals’ life courses are affected by stressful historical events, of which the Covid-19 pandemic of 2020-21 is a significant exemplar. A longitudinal study of college students’ academic performance beginning in 2018 examined resilience, grit, and other personal factors. In Spring 2020 as part of the response to the Covid-19 pandemic, some universities allowed students to use an alternative grading system (AGS) to reduce the impact of the pandemic on their academics. This study compared the students’ personal factors from Fall 2018 to whether they used the AGS and their cumulative GPA in Spring 2020. Meaning making has been found to be a significant predictor of use of the AGS while Grit and Resilience measures were related to cumulative GPA after Spring 2020. Implications for how students monitor their academic performance and how perseverance is important for student success are discussed.

Objectives

• To examine the relationship between resilience and other personal factors associated with response to the Covid-19 pandemic
• To determine the factors associated with use of alternative grading system by undergraduate students
• To discuss the implications of longitudinal factors associated with student academic performance.

Subject Codes: andragogy, COVID-19, resilience
Population Codes: emerging/young adulthood, undergraduate students,
Method and Approach Codes: longitudinal research, regression: linear (simple, multiple, hierarchical), scholarship of teaching and learning (SoTL)

Summary
Emerging research suggests community and social service employees are among “essential workers” serving during the COVID-19 pandemic (Baker, 2020). Given their essential role, we contend family science alumni’s pandemic-related experiences deserve attention. In March 2020, through a series of five prompts posted in a Facebook group, HDFS alumni from a Midwestern university were asked to share their professional and personal experiences in response to COVID-19. Several themes emerged from the qualitative analysis of the 63 responses; these included, but were not limited to still going into work, workplace uncertainty, adapting approaches, concern for those served, specific family challenges, implementing a schedule, and opportunities and benefits. Implications are discussed for family science educators, such as cultivating students’ ability to adapt to change and to see opportunities where others do not, as well as emphasizing self-care in our courses as an antidote to compassion fatigue.

Objectives

• To analyze the work experiences of family science alumni early in the COVID-19 pandemic.
• To analyze the family experiences of family science alumni early in the COVID-19 pandemic.
• To identify pandemic-related implications for family science programs.

Subject Codes: COVID-19, pandemic, work-family issues
Population Codes: Family Scientists, undergraduate students,
Method and Approach Codes: Family Science, qualitative methodology,

Summary
In response to the COVID-19 pandemic, instructors were encouraged or required to change the teaching modality to 100% online delivery. Guided by self-determination theory (Deci & Ryan, 2002) and framework of knowledge co-construction pedagogy (Moore, 1972, 1983, 1993). I sought to evaluate my pedagogical decisions in Spring 2020. In March 2020, I adjusted all my courses to the online asynchronous format where a small learning community was created among a group of five students to interact on discussion forums and post their reflections and comments on the topic of the week. Inductive analysis revealed students’ active engagement on discussion forums with peers, their emotional and cognitive gains, and their applications to their personal life and future career. This study will inform instructors like myself as we continue improving our teaching effectiveness during the pandemic and other crises when teaching is forced to be the remote learning modality.

Objectives

• to examine the level of student engagements on group discussion forums
• to explore students’ cognitive and socioemotional gains
• to investigate students’ application of readings to real life and future careers

Subject Codes: COVID-19
Population Codes: emerging/young adulthood
Method and Approach Codes: case study

Summary
Coleman’s rational choice theory of social capital proposes that, in addition to representing a distinct set of resources, social capital facilitates exchanges in which capital can be transferred or transformed. This theory implies interaction effects between social capital and other types of resources. This study aims to examine social capital as a predictor of income and a moderator of the relationship between education and income. Income was predicted based on main effects and interactions between education and two measures of social capital using a large, multinational dataset from the European Social Survey (ESS). Results indicate that, while education and social capital predicted income gains, the interaction decreased the effect of education on income, suggesting that, to a degree, social capital can compensate for less extensive educational opportunities. This finding has important implications for programs, policies and other efforts invested in improving economic wellbeing and counteracting other features of disadvantage.

Objectives

• To examine the role of social capital in predicting household income.
• To explore a possible interaction between social capital and education in predicting household income.
• To suggest pathways for improving economic wellbeing among poor individuals and families.

Subject Codes: economics, education, equality
Population Codes: employed, international (non-U.S.), Nationally representative
Method and Approach Codes: regression: linear (simple, multiple, hierarchical), secondary data analysis,

Summary
Family support influences and plays an important role in academic persistence among underrepresented student populations (e.g., Latinx, first-generation, low-income, non-traditional) in higher education and STEM (Llamas & Consoli, 2012; Jabbar, et al., 2019; Rodriguez, et al., 2019). The current study will contribute to the funds of knowledge theoretical framework by identifying specific aspects of family support within the context of the challenges community college students face in pursuing STEM degrees. The "Family" subtheme that emerged through thematic coding revealed that students received explicit (i.e., socio-emotional) and implicit (i.e., instrumental) support from their family. Although most of their family members did not attend college or pursue a STEM degree and field, students highly valued how their family believed in them and showed they cared through their actions and words. The current findings emphasize the importance of investing in efforts to involve families in students’ academic trajectory, specifically students underrepresented in STEM fields.

Objectives

• To demonstrate how perceptions of family support among underrepresented students in STEM contribute to the funds of knowledge framework.
• To analyze how the "Family" subtheme relates to family support from community college students' perspective,specifically under the conditions necessitated by the pandemic and what family support means within such spaces.
• To elaborate on how a funds of knowledge lens can be useful to gain a better understanding of what happens at that nexus where college-going and family intersect.

Subject Codes: family relations, education,
Population Codes: undergraduate students, low income,
Method and Approach Codes: qualitative methodology, ,

Summary
To provide a foundation for advancing family life education, we analyzed what the published literature reveals about family life education practice, in addition to how researchers and scholars view family life education. This study was completed using a scoping review approach. Using the PRISMA flowchart to guide our identification and screening process, we conducted a literature search of the terms “family life education,” “CFLE,” and “family life educator” across three databases. After the initial search, two screeners completed a blind title and abstract screening to assess article eligibility, followed by a two-step item deduplication process, resulting in a total of 314 articles. Reflective thematic analysis of these articles is in progress. This review and thematic analysis will yield implications for future practice and research.

Objectives

• To analyze the published family life education literature
• To describe what the literature reveals about how family life education is practiced and how researchers and scholars view family life education
• To underscore implications of this review and thematic analysisfor researchers,scholars, andpractitioners

Subject Codes: strengths, well-being, protective factors
Population Codes: Family Life Education, Family Scientists, educators
Method and Approach Codes: thematic analysis, review article, Family Life Education

Summary
In a large, ethnically diverse sample of college-attending emerging adults (N=667; 18-25), the current study examines associations between self-efficacy and individual adjustment (academic satisfaction, depressive symptoms, subjective physical health, and loneliness), directly and indirectly through perceived stress. Moderated mediation effects by gender, ethnicity, school year, and first-generation status were also explored. Using PROCESS (Hayes, 2017), results show that self-efficacy was directly related to adjustment, and indirectly related through lower stress. Gender moderated the relationship between self-efficacy and stress as well as stress and depressive symptoms; the relation was stronger in women. First-generation status moderated the negative relationship of self-efficacy and stress, with it being greater for first-generation college students compared to their peers. In addition, self-efficacy was positively related to academic satisfaction for first-generation students, but no relationship was found for other students.

Objectives

• To test direct relationships between self-efficacy and individual adjustment
• To test indirect relationships (self-efficacy and individual adjustment through perceived stress)
• To test conditional direct and indirect relationships (moderated mediation effects)

Subject Codes: well-being, stress, gender
Population Codes: emerging/young adulthood, undergraduate students, diverse but not representative
Method and Approach Codes: applied research, mediation/indirect effects models, quantitative methodology

Summary
Guided by the ecological systems theory (Bronfenbrenner, 1979), we investigated the experiences of teachers from early childhood education and elementary education under the impact of the COVID-19 pandemic in the state of Illinois. Teachers were asked to share their strategies and struggles regarding remote teaching, maintaining contact with parents, returning to in-person teaching, as well as teachers’ levels of financial struggles and psychological stress. We found that teachers shared a variety of ways to engage students, there were challenges and creative approaches to maintain contact with families, and that they made great efforts to help families ready for transitioning back to in-person learning modality as well as considering students’ socioemotional needs. Teachers’ financial struggles were associated with their mental wellbeing. Findings of this study may inform administrators, policy makers, and practitioners who work closely with teachers and families in the context of remote teaching.

Objectives

• To explore teachers’ remote teaching activities to help children learn during the pandemic
• To investigate how teachers’ strategies to maintain communication with families during the pandemic
• To examine teachers’ preparations for helping children transition back to classrooms

Subject Codes: COVID-19
Population Codes: early childhood education
Method and Approach Codes: mixed-methodology

Summary
A 31-item questionnaire was completed by 220 undergraduates at a southeastern university on their perceptions of the video of the death of George Floyd. Significant gender differences on his death and the subsequent Black Lives Matter protests included that women (more than men) were more likely to view the video as a blatant example of racism, that women wanted to learn more about race/relations, and that they were more comfortable talking about race. Significant racial differences included that white students (in contrast to people of color) were more likely to view the video/death as an unfortunate police accident, to report having less knowledge about race, to be less likely to have participated in a Black Live Matters protest and to be more likely to believe the racial stereotype that Black men are violent.

Objectives

• Identify various perceptions of George Floyd’s death.
• Explain how gender and race affect the perceptions of George Floyd’s death.
• Discuss impacts of George Floyd’s death and the subsequent Black Lives Matter Protests.

Subject Codes: racism, violence, socialization
Population Codes: African Americans, People of Color, undergraduate students
Method and Approach Codes: quantitative methodology, advocacy, educational