EXTENDING THE VALIDITY OF THE FAMILY INVOLVEMENT QUESTIONNAIRE–SHORT FORM FOR CULTURALLY AND LINGUISTICALLY DIVERSE FAMILIES FROM LOW‐INCOME BACKGROUNDS     

Rebecca J. Bulotsky‐Shearer  Johayra Bouza  Krystal Bichay  Veronica A. Fernandez  Patricia Gaona Hernandez 《Psychology in the schools》2016,53(9):911-925

The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed.  相似文献   

“Your Vagina Is Not Supposed to Be This Scary Monster”: Young Heterosexual Women's Recommendations for Improving Sexual Satisfaction and Implications for Sexuality Education     

Heather D. Blunt-Vinti  Sarah E. Stokowski  Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265

Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education.  相似文献