In our studies on parenting and child development, both parent and child gender are examined, as well as gender of any siblings in the family. We thus focus on mothers and fathers and how they parent their daughters and sons.
Gendered pathways in education:
With my recently obtained ERC Consolidator Grant I will start a new project this year, focusing on uncovering family and school factors that predict gendered educational pathways, i.e., boys choosing science subects and girls choosing alpha/gamma profiles. The family study has alongitudinal observational design, and the school study an RCT design with a teacher intervention aimed at reducing gendered classroom interactions.
Risky beginnings (since 2014):
This study examines trajectories from maternal and paternal characteristics from before the birth of a child to the quality of parent-child interactions in early life in relation to child cognitive development in toddlerhood. The study is funded by an NWO-ORA grant and is carried out as a collaborative project with New York University (PI Clancy Blair) and Cambridge University (PI Claire Hughes).
Hostile attributions and risk for harsh parenting (since 2012):
A study on predictors of mothers’ and fathers’ hostile attribution and their relation with harsh parenting practices in a socioeconomically diverse sample. This study also focuses on triadic interactions in which mothers and fathers interact with the child at the same time.
Boys will be boys? (since 2010):
The aim of this project is to shed light on the issue of early childhood gender-differentiated socialization and gender-specific susceptibility to parenting within families in relation to disruptive behavior in boys and girls in the first four years of life. This project is funded by an ERC Starting Grant.