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Using the family financial socialization theory, this study investigated the financial knowledge and behavior of high school students' contextualizing unintentional and purposive family financial socialization. The sample of 4,473 high school students were 51% females, 45% seniors, and ethnically diverse. A path analysis tested conceptual relationships between variables. Results indicated that the two unintentional socialization indicators were positively associated with subjective financial knowledge and financial behavior. Those indicators were also indirectly associated with financial behavior through knowledge. Student-earned income, a purposive indicator of socialization, was positively associated with behavior through knowledge. Exclusively obtaining money through parents was negatively associated with behavior through knowledge. Knowledge was positively associated with behavior.

Objective To examine the influence of positive parenting and parental conflict on the coparenting alliance. Background Research indicates that child and family outcomes after divorce are affected by the quality of the coparenting relationship between parents, with many divorce education programs focusing on coparenting as a core programmatic component. Less is known about how positive parenting and parental conflict affect the coparenting alliance. Method This study collected online survey data from a convenience sample of divorcing parents (N = 430). Participants completed measures of parenting, parental conflict, and coparenting alliance. Regression and simple slope analyses were performed with parental conflict and positive parenting as predictors of coparenting alliance. Results Positive parenting and parenting conflict both predicted the coparenting alliance. Low levels of conflict predicted high levels of coparenting when positive parenting was high and moderate; however, conflict did not predict alliance when positive parenting was low. Conclusion Parents who engaged in moderate to high positive parenting had the anticipated negative relationship between conflict and coparenting alliance, but this did not hold true for parents who engaged in below average positive parenting, suggesting that both parenting and conflict play a role in a resilient coparenting alliance. Implications Divorcing parents' parenting skills may be important to consider when deciding on prevention and intervention efforts aimed at supporting their coparenting alliance. Therefore, divorce education programs may benefit from incorporating content related to positive parenting and parents with weaker parenting practices may need different types of intervention.

This study examines how first-generation, low-income college students make meaning of their career development process during their first year of college. Photovoice was employed to collect visual data and accompanying narrative texts providing a rich data set created by students during their transition to college. Four findings emerged from this participatory action method where students captured important aspects of their career development process: (a) extrinsic and intrinsic motivators, (b) struggles, (c) agent of change, and (d) envisioning the future. This study deepens our understanding of how the intersection of students’ individual identities, contexts, and motivations can inform praxis and allow them translate their particular assets toward career meaning-making. Systems theory and photovoice together served as useful lenses from which to unpack these identities in this study.

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