To reflect the diverse range of experiences and realities of African American fathers, scholars have taken a more socially-embedded approach to understanding fatherhood in African American families including understanding the ways that they impact their children’s development (Billingsley, 1970; Bowman, 1990; McAdoo & McAdoo, 2002). Much of this research has challenged earlier, more-deficit based perspectives of African American fathers (e.g., Cabrera et al., 2008; McAdoo, 1988). However, relatively few studies exist that include their own perceptions and motivations regarding parenting as well as how these experiences may contribute to parenting-related behaviors. This investigation explores factors associated with African American fathers’ parenting ideologies as well as how these beliefs and attitudes are associated with parental involvement. Specifically, this study examines whether African American fathers' intergenerational influences (e.g., relationship with dad, parents' relationship with one another) are associated with their fatherhood ideologies/beliefs and parenting practices. An additional goal of this investigation is to explore the co-parenting relationship as a moderator. Currently, we are recruiting survey data from 250 African American non-residential and residential fathers. Additionally, we're conducting focus groups with a sub-sample of fathers (N=50).

Positive and supportive social relationships may serve an important, bolstering role for African American girls' psychological and school functioning. Though much of this work has explored parental contributions, it has focused mostly on how mothers influence girls' outcomes. Fathers or father-figures, as important others in the lives of African American girls, have received relatively less attention. This investigation explores father-daughter relationships in African American households. In particular, this mixed-method study examines both father and daughter perceptions of this relationship, including relationship quality, socialization practices (e.g., racial and academic socialization) and parental involvement. Also, this investigation links these aspects of fathering to girls' psychological and school adjustment.

 Emerging adulthood, defined as a distinct developmental period (18-25 years of age), has been characterized as a time of identity exploration and transition for many youth (Arnett, 2000). Using university and community-based samples, this investigation explores African American youths’ views about adult responsibilities, including familial responsibilities, perceived gender roles, beliefs about community involvement and career-related/educational goals. Additionally, this study explores contextual stressors (e.g. school/work stress; encounters with racial discrimination; family stress) that may adversely influence youth functioning during this period as well as culturally-specific and developmentally-appropriate protective factors (e.g., racial identity; social support; coping behaviors).The AAYD Lab is currently recruiting 300 African American young adults for participation in this investigation.

Gender has been suggested as one of the most influential factors of socialization (Bronstein, 2006; Leaper & Friedman, 2007; Reid, Cooper, & Banks, 2008). These gendered socialization practices, particularly within the familial context, begin early in the lifespan and intensify as youth enter adolescence (Galambos, 2004). Given the distinct social experiences of African American males and females, parents may tailor racial socialization messages to best prepare them for their environment and subsequent social encounters. This investigation examines how adolescent gender may influence both quantitative (e.g., frequency of particular message) and qualitative (e.g., content of message) aspects of parental socialization. In particular, this investigation explores gendered influences on race-specific (e.g., racial pride; racial barrier) and academic socialization practices. Also, to better understand the gendered nature of racial socialization, both maternal and paternal socialization practices (parent report) as well as adolescents’ perceptions of these messages are examined.