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uri: /urop-research-mentor-project-submission-portal
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webform_id: urop_project_proposal_portal
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data:
  approximately_how_many_hours_a_week_would_the_research_assistant: '5'
  are_you_currently_looking_for_students_: 'No'
  confirmation_1: '1'
  contact_email_fsu_email: ''
  contact_email_fsu_email2: lmcwey@fsu.edu
  contact_email_fsu_email_if_affiliated_: lunhjem@fsu.edu
  fsu_college: 'Health and Human Sciences'
  fsu_department_if_applicable_: 'Human Development and Family Science'
  headshot_optional_: '26181'
  if_the_project_location_is_off_campus_does_the_student_need_to_p: ''
  mentoring_philosophy: 'As a mentor, I aim to foster collaborative relationships, where mentees bring unique perspectives and I contribute knowledge from my area of research and clinical work. Approaching mentorship through this lens leads to invaluable experiences for both mentees and me. My mentoring philosophy also includes flexibility, as mentees have differing goals, levels of experience, and backgrounds. To begin this relationship, I find it important to disclose my identity and discuss how my social position impacts how I approach research, therapy, and mentorship. I do not require my mentees to share their own identities but give them the opportunity to engage in this process as well for us to have a shared understanding of each other’s backgrounds. The next step of our collaboration is a discussion of goals and expectations. It is vital for me to match their needs to ensure their success while also clearly identifying our responsibilities to reach mutual goals. Throughout our journey together, I will continue to check in with them about what is and is not working to make any necessary adjustments. I also give them plenty of opportunities to ask questions for them to take an active role in their learning. Because it is a collaborative relationship, I expect both of us to show up to every meeting prepared with questions and the next steps. I credit much of my success in academia to the incredible mentors I have had and hope to provide beneficial experiences to my mentees.  '
  mentor_handbook_and_faqs: '1'
  name_of_other_faculty_collaborator_if_applicable_: 'Lenore McWey'
  number_of_assistants_needed_faculty_postdoc_max_6_graduate_stude: '2'
  other_faculty_collaborator_s_preferred_pronouns: she/her/hers
  overall_research_project_description: 'Parenting has often been deemed one of the hardest jobs in the world and comes with a set of societal beliefs on how to do it the ‘right’ way. To raise children appropriately, the dominant culture has created this idea of intensive mothering which is “child-centered, expert-guided, emotionally absorbing, labor-intensive, and financially expensive” (Hays, 1996, p. 8). Intensive mothering involves mothers sacrificing their own needs for the sake of their children, spending most of their free time engaging with their children, and following the advice of child experts (Rizzo et al., 2013). This ideology is upheld by dominant discourses surrounding parenting that are represented in many spaces, especially media (Wall, 2013). Not all scholars believe that society’s strict rules of parenting are exclusive to mothers though. In the last decade, intensive mothering has expanded to a more comprehensive concept of intensive parenting (Liss et al., 2013; Shirani et al., 2012). Research has shown mixed results of positive and negative outcomes associated with intensive mothering and parenting. Some have found higher levels of intensive parenting attitudes to be connected with lower life satisfaction, greater depression, anger, anxiety, and stress (Adams, 2020; Prikhidko & Swank, 2019; Rizzo et al., 2013), while others have found positive relationships between intensive parenting attitudes, positive affect, and greater meaning in life (Ashton-James et al., 2013). Intensive parenting is a compelling construct that appears to impact many parents and children, but the evidence is not yet conclusive. Some researchers have pointed to this ideology as being rooted in White, middle-class ideals that are not necessarily accurate for parents with other identities (Forbes et al., 2020; Long et al., 2021; Walls et al., 2016). Indeed, there have been mixed findings on demographic differences with a popular measure of intensive parenting, the Intensive Parenting Attitudes Questionnaire (IPAQ; Liss et al., 2013). One study found no significant differences in intensive parenting attitudes by race, ethnicity, social class upbringing, relationship status, years in the relationship, number of children, or job status (Forbes et al., 2020). On the other hand, it has been shown that Black mothers endorse intensive parenting attitudes more than White mothers (Walls et al., 2016). These inconsistent results led to a group of scholars testing the measurement invariance of the IPAQ, and they found that the IPAQ did not demonstrate adequate model fit across a racially diverse sample of parents (Long et al., 2021). Other measures of intensive parenting also raise questions as to whether they are applicable across races and ethnicities (e.g., Ashton-James et al., 2013; Gunderson & Barrett, 2017; Walls et al., 2016), as there are no known published studies that formally analyzed the validity of these scales with diverse samples. As such, this study will aim to investigate this issue further and discover the extent to which this concept may or may not be inclusive for parents who do not identify as White and/or middle-class. The purpose of this study is to employ convergent mixed-methods design to compare the face validity of the IPAQ to parents’ qualitative depictions of the five factors of the IPAQ (Liss et al., 2013). Further, with a racially and economically diverse sample of parents, this study aims to qualitatively determine what, if anything, may be missing from the IPAQ, as it has not yet demonstrated measurement invariance across racial groups (Long et al., 2021). The current literature has explored intensive parenting through both quantitative and qualitative inquiries, but no known studies have utilized mixed methodology with this construct. '
  please_add_any_additional_information_here: ''
  please_provide_a_link_to_your_publications_a_video_clip_or_a_web: ''
  please_select_the_choice_that_most_accurately_describes_your_exp: In-person
  please_select_the_location_of_your_project_: 'On FSU Main Campus'
  position_availability_for_student_research: 'Flexible schedule'
  position_title: 'Graduate Student'
  primary_research_mentor_name: 'Lexie Unhjem'
  project_keywords: 'parenting, families, mixed-methods, racial identity'
  relevant_student_major_s_: 'Open to all majors'
  research_mentor_preferred_pronoun2: ''
  research_mentor_pronouns: she/her/hers
  research_mentor_supervisor_if_different_from_above_: ''
  research_tasks_for_student_research_assistant_s_: 'Research assistants will participate in the data analyses of quantitative and qualitative data. '
  roundtable_times_and_zoom_links: |+
    Tuesday September 5th from 11:30 AM-12:30 PM https://fsu.zoom.us/j/97382888855
    Wednesday September 6th from 1-2 PM https://fsu.zoom.us/j/92437007841
    Thursday September 7th from 11:30 AM-12:30 PM https://fsu.zoom.us/j/97468623887



  skills_that_research_assistants_may_need_: 'Familiarity with SPSS: recommended'
  title_of_the_project: 'PARADIGMS OF PARENTING: INTENSIVE PARENTING ACROSS IDENTITIES EXPLORED THROUGH MIXED METHODOLOGY'
  update_url: 'https://cre.fsu.edu/urop-research-mentor-project-submission-portal?token=nd5JpC0MAErP5-eAsZKMMzJHe81iiebFsTNbf7HOudM'
  urop_performance_evaluation: '1'
  urop_poster_presentation: '1'
  when_potential_research_assistants_are_reaching_out_via_email_2: ''
  when_potential_research_assistants_are_reaching_out_via_email_wh: Dr.
  when_students_are_reaching_out_via_email_what_is_your_preferreda: Ms.
  would_you_like_to_participate_in_the_urop_research_mentor_roundt: 'No'
  year: '2023'