Objective We sought to identify research evidence about stepparents' childrearing behaviors that contribute to stepchildren's physical, cognitive, social, and emotional well‐being to draw best practices guidelines for stepfamily interventions. Background Stepparents' relationships with stepchildren are important predictors of individual, relational, and stepfamily well‐being and effective family functioning. Most researchers have examined problems in step‐relationships, but knowing what stepparents do that works in helping their stepchildren develop can help inform professionals who support and educate stepfamily members. Method We analyzed the results of 67 research studies containing empirical evidence of effective childrearing of stepchildren by stepparents to extract evidence‐based statements about what stepparents do that “works” to enhance the positive development of stepchildren. Results We found that researchers examined two broad topics: (a) developing positive stepparent–stepchild relationships, and (b) developing clear roles for stepparents. Conclusions On the basis of this review, we found that stepparents developed close relationships with stepchildren by spending time together, engaging in one‐on‐one activities, having fun together, working together, caregiving, giving tangible support, advocating for stepchildren, communicating positive messages, conveying vulnerability, talking every day, and leaving discipline to parents early in relationships. A variety of stepparent roles are effective, if they meet stepfamily members' needs. Flexibility in role performance is linked to more satisfying relationships. Stepchildren's receptivity to stepparents is also important in effective stepparenting. Implications Family professionals can help stepparents strategize about engaging in relationship‐building behaviors tailored for their stepchildren. Family professionals also can assist stepfamilies negotiate roles for stepparents that are accepted by all stepfamily members.

Objective The purpose of this review is to examine research evidence about effective childrearing of stepchildren by coparents in stepfamilies (i.e., childrearing that contributes to children's physical, cognitive, and emotional well‐being). Background Childrearing after parental repartnering is likely to involve coparenting within stepfamily households (i.e., by parents and stepparents), across stepfamily households (i.e., by biological parent dyads), and a combination of intra‐ and inter‐household coparenting subsystems. Effective coparenting of children in stepfamilies benefits individual, relational, and stepfamily well‐being and effective family functioning. Method We reviewed 58 studies in which empirical evidence of effective childrearing of stepchildren by coparents in stepfamilies was obtained. Results Children in stepfamilies fare better when coparents work collaboratively in focusing on children's well‐being, managing conflicts, being careful when communicating to children and to coparents, and keeping children out of parental issues. Coparenting within stepfamily households works when coparents agree on childrearing rules and roles, communicate clearly, and engage in parenting styles that emphasize high warmth. Step‐household coparents also foster children's well‐being by creating cohesive stepfamily dynamics and modifying expectations. Few researchers studied coparental triads that include both parents and a stepparent. Conclusions Stepfamily members benefit from effective coparenting. Implications Effective childrearing by stepfamily coparent subsystems is complex, but a key is focusing on children's well‐being.

Objective The objectives of this project were to (a) examine research evidence on effective childrearing in stepfamilies, (b) draw “best practice” guidelines for effective childrearing in stepfamilies, and (c) identify gaps in what is known about effective childrearing in stepfamilies. Effective childrearing was defined as cognitions, attitudes, and behaviors of stepparents and biological parents that contributed positively to children's physical, cognitive, and emotional well‐being. Background The predominant focus of research on stepfamilies has been on investigating stepfamily deficits, problems, and challenges. Recently, more researchers have examined stepfamilies from a resilience perspective in which emphases are placed on processes that contribute to effective development and adaptations to change. Method We reviewed 119 studies of effective childrearing in stepfamilies. We examined three bodies of literature: (a) effective parenting in stepfamilies, (b) effective stepparenting in stepfamilies, and (c) effective coparenting in stepfamilies (both within stepfamily households, e.g., between spouses and across stepfamily households, e.g., between ex‐spouses). Results The results of this project are reported in three articles in this collection. We extract evidence‐based principles of effective childrearing in stepfamilies. Conclusions Researchers have made great strides in identifying parenting practices that promote positive outcomes for children in stepfamilies, although gaps in our knowledge remain. Implications In each article, we offer empirically supported suggestions for stepfamily members and for family professionals who work with them.

Objective The purpose of this study was to examine research evidence about effective childrearing in stepfamilies (i.e., parenting practices that contribute to children's physical, cognitive, and emotional well‐being). Background Stepfamilies are increasingly common. Studies show that children in stepfamilies tend to be at higher risk for negative outcomes than children in first‐married biological‐parent families. As research on stepfamilies has expanded, researchers have made strides in identifying parenting practices that promote positive outcomes for children in stepfamilies. Method We reviewed 37 studies that contained empirical evidence of effective parenting by biological or adoptive parents of children in stepfamilies. Results Researchers have identified numerous actions employed by parents that are linked to children's positive outcomes. Effective parenting practices fall broadly into five domains: (a) maintaining close parent–child bonds, (b) establishing appropriate parent–child communication boundaries, (c) exercising parental control, (d) supporting stepparent–stepchild relationship development, and (e) facilitating stepfamily cohesion. Conclusions Effective childrearing in stepfamilies involves carefully managing competing family needs, such as the need to balance shared family time with one‐on‐one parent–child time or the need to establish open parent–child communication boundaries in some areas but closed boundaries in others. Implications Parents have available to them a number of empirically supported action items linked to child well‐being in stepfamilies.

African American and Latinx undergraduate students who attend historically white institutions continue to face incidents of discrimination which have been associated adverse health and academic outcomes (Del Toro & Hughes, 2019). Given the challenges associated with growing up as an ethnic-racial minority in society, many African American and Latinx young adults are often equipped with important culturally responsive familial and individual resources that may function as protector factors. Through ethnic-racial socialization messages received from parents, children learn how to navigate racialized contexts and develop an ethnic-racial identity, or an individual belief regarding the significance of their ethnic-racial group membership (Sellers et al., 1998). Ethnic-racial socialization and ethnic-racial identity are multidimensional constructs and certain domains of both have been found to moderate the effects of ethnic-racial discrimination on health outcomes (Sellers & Shelton, 2003). However, most of this work has been conducted using cross-sectional data on adolescent samples and surprisingly few studies have investigated the moderating roles of ethnic-racial socialization and ethnic-racial identity on the academic outcomes of college students who may frequently encounter ethnic-racial discrimination. In response to the gaps in literature, this study used a sample of 145 Black/African American and Hispanic/ Latinx (63 percent; 37 percent respectively) college students attending a historically white university in the Midwest to examine the short-term weekly effects of ethnic-racial discrimination on weekly academic outcomes (i.e., academic belonging, academic stress, negative academic behaviors). Weekly discrimination and academic data were reported over the course of 4 weeks. Additionally, this study examined the roles of key ethnic-racial socialization and ethnic-racial identity domains as moderators on relationships between discrimination and academic outcomes. Findings highlight that on weeks when individuals reported higher than usual ethnic-racial discrimination, they also reported lower than usual academic belonging, and higher than usual negative academic behaviors. Further, the impact of ethnic-racial discrimination varied according to the type and frequency of ethnic-racial socialization and ethnic-racial identity domains. There were no significant associations between ethnic-racial discrimination and academic stress.