Angela R Taylor

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Journals/Publications

• Taylor, A. R., Payne, P. B., & Arizaga-Marron, A. (2015). Family Science as a Pathway to Higher Education Attainment for Rural, Latin a/o Students: Lessons from a Pilot Distance Degree Program. Family Science Review, 20(1), 12-31.
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  This is a teaching-related publication.
• Sotomayor-Peterson, M., Figueredo, A. J., Christensen, D. H., & Taylor, A. R. (2012). Couples' Cultural Values, Shared Parenting, and Family Emotional Climate Within Mexican American Families. Family Process, 51(2), 218-233.
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  PMID: 22690862;Abstract: This study tested a model of shared parenting as its centerpiece that incorporates cultural values as predictors and family emotional climate as the outcome variable of interest. We aimed to assess the predictive power of the Mexican cultural values of familismo and simpatia over couples' shared parenting practices. We anticipated that higher levels of shared parenting would predict family emotional climate. The participants were 61 Mexican American, low income couples, with at least one child between 3 and 4 years of age, recruited from a home-based Head Start program. The predictive model demonstrated excellent goodness of fit, supporting the hypothesis that a positive emotional climate within the family is fostered when Mexican American couples practice a sufficient level of shared parenting. Empirical evidence was previously scarce on this proposition. The findings also provide evidence for the role of cultural values, highlighting the importance of family solidarity and avoidance of confrontation as a pathway to shared parenting within Mexican American couples. © FPI, Inc.
• Sotomayor-Peterson, M., Figueredo, A., Christensen, D., & Taylor, A. (2012). Couples' Cultural Values, Shared Parenting, and Family Emotional Climate within Mexican-American Families. Family Process, 51, 218-233.
• Taylor, A. R. (2012). Academic achievement of African American boys: Bringing African American girls into the picture. Journal of School Psychology, 50(5), 587-592.
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  PMID: 23040757;
• Taylor, A., & Taylor, A. R. (2012). Academic achievement of African American boys: bringing African American girls into the picture. Journal of school psychology, 50(5).
• Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92-105.
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  Abstract: The present study examined the role of child gender, child ethnicity, and teacher-child ethnic match in moderating the association between teacher-child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher-child conflict was found to be a stronger predictor of hostile-aggressive behavior for boys than girls. In contrast, teacher-child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher-child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher-child ethnic match did not moderate the association between teacher-child relationship quality and child behavioral adjustment.
• Yu, J. J., Lucero-Liu, A. A., Gamble, W. C., Taylor, A. R., Christensen, D. H., & Modry-Mandell, K. L. (2008). Partner effects of Mexican cultural values: The couple and parenting relationships. Journal of Psychology: Interdisciplinary and Applied, 142(2), 169-192.
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  PMID: 18447074;Abstract: In this investigation, the authors explored the impact of individuals' cultural values on their partners' relationship adjustment and perceptions of their parenting relationship. The authors examined Mexican cultural values of simpatía (i.e., harmonious interpersonal relationships) and respeto (i.e., respect for authority figures) using a sample of 50 Mexican-origin couples in southern Arizona. Congruent with their hypotheses, results supported the proposition that fathers' simpatía is positively associated with both relationship adjustment and the parenting relationship as reported by mothers, whereas fathers' respeto is negatively associated with both relationship adjustment and the parenting relationship as reported by mothers. However, the authors found little evidence of a contribution of mothers' cultural values to fathers' perceptions of either relationship adjustment or the parenting relationship. They interpret these findings to suggest that mothers' relationship adjustment and parenting relationship are more sensitive to and dependent on fathers' degree of traditional cultural values among Mexican-origin families. Copyright © 2008 Heldref Publications.
• Modry-Mandell, K. L., Gamble, W. C., & Taylor, A. R. (2007). Family emotional climate and sibling relationship quality: Influences on behavioral problems and adaptation in preschool-aged children. Journal of Child and Family Studies, 16(1), 59-71.
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  Abstract: We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of predominantly Mexican descent (95%) participated in home interviews during the Fall and Spring of the year children entered center-based programs. Sibling relationship quality (warmth, agonism/competition) was proposed to predict children's adjustment (behavioral problems and adaptation) longitudinally. Results indicate that after controlling for child characteristics (temperament, child gender, birth order) and after accounting for family characteristics (family emotional expressiveness, child exposure to interparental conflict, and parental agreement on childrearing), sibling warmth made a significant and unique contribution to child adjustment as reported by mothers and teachers six months later. Findings are consistent with existing research indicating that sibling relationships impact children's adjustment and shape young children's lives in meaningful and marked ways. Moreover, these associations were found with an understudied sample of young children of predominantly Mexican descent in low-income families, and thus make an important contribution to knowledge in the field. © Springer Science+Business Media, LLC 2007.
• Machida, S., Taylor, A. R., & Kim, J. (2002). The role of maternal beliefs in predicting home learning activities in Head Start families. Family Relations, 51(2), 176-184.
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  Abstract: A conceptual model specifying that maternal beliefs (maternal self-efficacy, perceived control) mediate the relation between child-family characteristics (child's difficult temperament, mother's education, stressful life events) and the extent of involvement in home learning activities in Head Start families was tested. The sample was 306 mothers (51% Mexican American, 36% Anglo American, 13% other minorities). Results provided partial support for the model (i.e., parental self-efficacy mediated the effects of the child's difficult temperament on mothers' reports of family involvement in home learning activities). Maternal education and family stress were not directly related to home learning, although family stress influenced home learning indirectly through parental self-efficacy. Separate analyses yielded comparable results for Anglo Americans and Mexican Americans. Ways to facilitate parent self-efficacy are discussed.
• Taylor, A. R. (1996). Conditions for American children, youth, and families: Are we world class?. Educational Researcher, 25(8), 10-12.
• Taylor, A. R., & Machida, S. (1994). The contribution of parent and peer support to head start children's early school adjustment. Early Childhood Research Quarterly, 9(3-4), 387-405.
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  Abstract: The research involved a prospective longitudinal study of the relationship of parent and peer support to gains over the school year in Head Start children's cognitive and social competence. Sixty three children enrolled in Head Start centers in a rural county in northern California participated in the study during the fall and spring of the school year. Parental involvement in school was predictive of gains in learning skills and classroom behavior, whereas mutual friendship predicted gains in social play and cooperative pretend play. Initial peer play skills were also predictive of later mutual friendship and peer preference, suggesting bi-directional influence between peer competence and peer social support. © 1994.
• Taylor, A. R. (1990). Behavioral subtypes of low-achieving children: Differences in school social adjustment. Journal of Applied Developmental Psychology, 11(4), 487-498.
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  Abstract: The purpose of this research was to identify possible behavioral subtypes of low- achieving elementary school children and to examine the extent to which these children experience difficulties in their peer relationships in school. Thirty-three low- achieving second- through fifth-grade students and a matched sample of average- achieving children were identified. A cluster analysis was conducted using peer assessment measures of cooperative, disruptive, aggressive, and shy behavior. Results revealed two distinct subtypes of low-achieving children, an aggressive-disruptive group and a nonaggressive but somewhat shy group. Low-achieving, aggressive-disruptive children were less socially accepted and more rejected than average-achieving children. These children were also rated by teachers as having more difficulty handling problematic social situations than either average-achieving children or low-achieving, nonaggressive children. Low-achieving, nonaggressive children did not differ from average-achieving children in peer sociometric status or in their ability to handle social problem situations. Implications for social skills intervention are discussed. © 1990.
• Taylor, A. R., Asher, S. R., & Williams, G. A. (1987). The social adaptation of mainstreamed mildly retarded children.. Child development, 58(5), 1321-1334.
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  PMID: 3665648;Abstract: The purpose of the present study was to assess the social adaptation of mainstreamed mildly retarded children, comparing them to a matched sample of regular education students. Results indicated that mildly retarded children were quite rejected by their peers, and, compared to nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. With respect to behavioral style, there were no group differences in peer- or teacher-reported aggressiveness or disruptiveness. However, retarded children were perceived as more shy and avoidant, as less cooperative, and as less likely to exhibit leadership skills. Further analysis of the behavioral assessment data, via cluster analysis, revealed 2 subtypes of rejected retarded children: an internalizing group perceived as displaying high levels of shy/avoidant behavior and an externalizing group perceived as high in aggressive and/or disruptive behavior. In addition, the internalizing group reported higher social anxiety than did the externalizing group. Implications for school-based intervention research with mildly retarded children are discussed.
• Asher, S. R., & Taylor, A. R. (1982). Social skill training with children: Evaluating processes and outcomes. Studies in Educational Evaluation, 8(3), 237-245.
• Taylor, A. R. (1982). Social Competence and Interpersonal Relations between Retarded and Nonretarded Children. International Review of Research in Mental Retardation, 11(C), 247-283.

Poster Presentations

• Taylor, A., Hunt, J., & Payne, P. (2011, May). Project Reach III: Reaching Out and Expanding Access to Coursework in Human Development. ILC Showcase. Tucson, AZ.