Since the 1970s, fathers have experienced a new set of expectations for their role. Fathers are now expected to be more involved with the hands-on daily caregiving of their children. Perhaps because of these changing expectations, more men are choosing to be stay-at-home fathers than in previous generations. Very little sociological research exists about stay-at-home fathers' ideas about fatherhood in the U.S. In particular, how do such men conceive of their status as stay-at-home fathers and of fatherhood? I explore these questions through in-depth interviews with men from locations across the United States. My study shows that stay-athome fathers enact fatherhood in ways that may be starting to transform traditional and new ideals of fatherhood.

Noting an inattention to the specific ways in which class, race, and gender combine to affect work-family management, we conducted a qualitative exploration of the processes of intersectionality. Our analysis relies on two points on a continuum of class experiences provided by two groups of predominately white female workers: low-wage service workers and assistant professors. Drawing on in-depth interviews with each group, we examine the similarities and differences in their experiences of negotiating their work worlds as they tried to meet family demands. We focus on the ways in which class and gender interacted to shape these women's everyday lives in different ways. While we found that women privileged by class were privileged in their abilities to manage work and family demands, we also found that class shaped the gendered experiences of these women differently. Our data suggest that, in the realm of workfamily management, class mutes gendered experiences for assistant professors while it exacerbates gendered experiences for women working in the low-wage service sector. Our analysis not only highlights the importance of considering intersecting hierarchies when examining women's lived experiences in families and workplaces, but provides an empirical example of the workings of intersectionality.

Large epidemiological samples, including the National Collaborative Perinatal Project (NCPP), in which blood/serum was collected during pregnancy and offspring followed longitudinally, offer the unique opportunity to examine neuroendocrine mechanisms underlying prenatal "programming" of adult health and disease. However, in order to conduct longitudinal analyses, it is critical to determine the validity of maternal prenatal samples stored over long periods. We investigated the validity of cortisol, testosterone, and their binding globulins (corticosteroid-binding globulin (CBG) and sex hormone-binding globulin (SHBG)) in maternal prenatal serum from the NCPP after over 40 years of storage. Study 1 included 64 maternal serum samples collected on the day of delivery; study 2 involved 1099 third trimester serum samples collected between gestational weeks 31 and 36. Across both studies, cortisol and testosterone concentrations were consistent with values from published studies of fresh samples collected at similar points in gestation. CBG and SHBG were present, but showed some differences from published studies. Results support the validity of cortisol and testosterone values following 40+ years of storage. Results also provide validation for future longitudinal tests of prenatal "programming" hypotheses within the NCPP. Stability of steroid hormones over decades suggests that stored samples from other longitudinal studies may also allow opportunities to investigate links between prenatal steroids and long-term offspring outcomes.

A small body of mentoring literature exists, but how mentoring relates to feminist supervision of graduate students has not been explicitly addressed. Because mentoring typically socializes individuals into a preexisting structure that feminist scholars may be challenging, critiquing, and attempting to change, important considerations arise for feminist mentoring. Three established feminist educators' stories of mentoring are presented. Commonalities and concerns are identified, and implications for graduate pedagogy are presented.