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To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted.

The family appears to be an important setting for learning about emotions and how to express them within a social context. Because of the need for reliable and valid measures of emotional expressiveness in the family, the Self-Expressiveness in the Family Questionnaire (SEFQ) is introduced and evaluated in four studies with 499 mothers and 362 fathers. Factor analyses indicate highly consistent patterns of loadings for a two-factor solution across the four studies. The resulting positive and negative scales are highly internally consistent and stable over time. Evidence of good convergent, discriminant, and construct validity was obtained, and a preliminary short form with good internal consistency and construct validity was also identified. Ideas for future research on marital and parent-child issues are suggested.Emotional expressiveness has long been of interest to scholars (e.g., Allport & Vernon, 1933; Darwin, 1872Darwin, /1965). However, it is only more recently that theorists have considered the family to be an important context in which individuals learn about emotions and emotional expressiveness. In particular, it is thought that children learn rules about what to feel (Hochsehild, 1979) and how to express those feelings (Saarni,

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A multimeasure, multicontext study of the relationship between father-child and mother-child play and children's competence with preschool peers was conducted. 13 boys and 14 girls, ages 3-4 years, and their parents participated. Children were videotaped while playing with each parent separately for 20 min in their homes. Children's social competence with their peers was independently evaluated by 3 measures: (1) rankings of preschool teachers of popularity with peers, (2) Q-sort ratings of children's competence by their teachers, and (3) assessments of social interaction with 3 different preschool peers on separate occasions. Differential patterns of maternal and paternal behavior were associated with the social competence of boys and girls. Paternal physical play, engagement, and maternal verbal behavior were positively related to children's peer relations, especially for boys. Paternal directiveness was negatively related to popularity for boys and girls, while maternal directiveness was positively linked with popularity for girls. Opportunities for learning to regulate affect are hypothesized to contribute to these relationships. The study illustrates the linkages between family and peer social systems.