Although much research examines the association between fathers’ relationship aggression and mothers’ parenting, little attention is given to mothers’ aggression, mutual aggression, or fathers’ parenting. Using a sample of coresiding couples from the Fragile Families and Child Wellbeing Study (N = 973), the authors examine the association between mothers’ and fathers’ relationship aggression, measured as frequency and perpetration-victimization types (mutual, mother-only, father-only), and mothers’ and fathers’ parenting. Fixed effects regression models show that fathers’ aggression—father-only or mutual—is positively related to mothers’ parenting stress, whereas father-only or mother-only aggression is related to fathers’ stress. For both parents, aggression perpetration is negatively related to their own engagement with children. Mother-only aggression is negatively related to mothers’ spanking and positively related to fathers’ spanking. These findings suggest the importance of examining both parents’ aggression and perpetrators’ as well as victims’ parenting to better understand the link between relationship aggression and parenting.

Using the National Longitudinal Study of Adolescent to Adult Health ( N = 1,366), we examine how major life course statuses are related to sibling relationships during emerging adulthood with attention to similarities and differences in these statuses between sibling dyads. We find that full-time employment, marriage/cohabitation, and parenthood are related to more distant sibling relationships, whereas college education is related to closer sibling relationships. Similarities in employment between the siblings are related to closer relationships, but differences in education, marriage/cohabitation, and parenthood are related to closer relationships, in that respondents report more help-seeking and emotional closeness with their siblings who have higher education than theirs; unpartnered respondents report more calls and fewer fights with their partnered siblings; and childless respondents report more visits and emotional closeness with their parenting siblings. Examining both one’s and one’s sibling’s life course statuses is important in understanding life course variations in sibling relationships.

Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 ( N = 3,748), we examine how children’s summer activities vary across White, Black, Latino, and Asian American families, net of socioeconomic and other characteristics. Overall, a majority of children play outside and use screen media daily, do learning activities three days or more per week, and take family trips. Attending summer school or camps is less common. As predicted from critical race perspectives, Black parents have children spend more time attending camps than other parents. Compared with White parents, Black and Asian parents have their children engaged in academic activities more and play outside less; Latino parents do learning activities with their children less, but are more likely to have them tutored. All the three non-White groups allow children to spend more time using screen media. More quantitative research using critical race perspectives in conceptualizing racial/ethnic differences in parenting is warranted.