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Little is known about the association of intimate partner violence (IPV) with specific HIV-treatment outcomes, especially among criminal justice (CJ) populations who are disproportionately affected by IPV, HIV, mental, and substance use disorders (SUDs) and are at high risk of poor post-release continuity of care.

Mixed methods were used to describe the prevalence, severity, and correlates of lifetime IPV exposure among HIV-infected jail detainees enrolled in a novel jail-release demonstration project in Connecticut. Additionally, the effect of IPV on HIV treatment outcomes and longitudinal healthcare utilization was examined.

Structured baseline surveys defined 49 percent of 84 participants as having significant IPV exposure, which was associated with female gender, longer duration since HIV diagnosis, suicidal ideation, having higher alcohol use severity, having experienced other forms of childhood and adulthood abuse, and homo/bisexual orientation. IPV was not directly correlated with HIV healthcare utilization or treatment outcomes. In-depth qualitative interviews with 20 surveyed participants, however, confirmed that IPV was associated with disengagement from HIV care especially in the context of overlapping vulnerabilities, including transitioning from CJ to community settings, having untreated mental disorders, and actively using drugs or alcohol at the time of incarceration.

Post-release interventions for HIV-infected CJ populations should minimally integrate HIV secondary prevention with violence reduction and treatment for SUDs.

Drawing from the inclusive pedagogical approach in action framework and Pierre Bourdieu’s social theory concepts of habitus, field and capital, this chapter positions literacy and numeracy learning as core components of further learning, and living successfully in the world. It addresses learner diversity in early childhood settings and recognises the uniqueness of every child within the context of a broad range of cultural knowledge. The chapter concludes with two sample lessons and reflective questions, which early childhood teachers can use as models to expand children’s literacy and numeracy concepts, enabling creative and critical interactions across a range of modes in the context of everyday life across families and cultures.

Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative ways. In this chapter, we describe the risks and resilience of Black fathers and their children, with a special focus on mental health and coping with stress. We emphasize a cultural practices approach that takes into account both the risks specific to Black fathers’ capacity to parent their children and a theoretical foundation for understanding the inherent strengths of Black men and their families. Finally, we address the need for early childhood educators to partner with Black fathers as a means to best support children and their families.

Nonresident fathers have the task of negotiating childrearing responsibilities while residing away from their children. Parenting stress arises when nonresident fathers perceive childrearing power differentials as maternal gatekeeping behaviors. In this pilot study, a mediation model was tested with a sample of Black fathers who reported coparenting a nonresident child or children with only one mother (n = 80). The proposed mediation model tested two hypotheses: (1) coparenting relationship and coparenting support, respectively, each have a direct effect on paternal stressors and (2) the effects of coparenting relationship and coparenting support on fathers’ paternal stressors are mediated through maternal gatekeeping behaviors. Findings indicate that cooperative coparenting lessens parental stressors such as concerns about role functions and concerns about their child’s behavior in the presence of controlling maternal gatekeeping behaviors.

In this world of global interconnectedness, women continue to develop cross-cultural careers and their experiences impact global scholarship and practice. The purpose of this paper is to explore the relationships, resources and characteristics that support female expatriate success, with specific focus on the role of mentor/coach relationships. The sample included 102 women from the USA, Canada, Australia and the UK working or formerly working in Mainland China, Hong Kong, Macau or Taiwan.

This three phase sequential mixed-methods exploratory research study included 10 one-on-one semi-structured interviews, 102 survey respondents and 3 facilitated focus groups attended by nine professional women.

This research offers evidence that resiliency-based characteristics must be cultivated and developed to support expatriate cross-cultural success. These characteristics can be cultivated through relying on multiple relationships, such as mentors, coaches, host country liaisons, expatriate colleagues, friends and family as well as by supporting and mentoring others. These characteristics can also be developed through specific cultural experiences, knowledge and skill building resources, as well as developing an informed view of self and identity clarity through reflective activities.

Based on the overall findings, a cross-cultural professional success model was designed and implications for scholarship, organizational effectiveness and cross-cultural leadership practice are presented.

Purpose – This chapter investigates fathers who have both biological and social children from different relationships in order to examine how they prioritize between their children, both in theory and in practice.

Methodology – Interviews were conducted with 57 low-income fathers in Oakland experiencing multiple-partner fertility.

Findings – These fathers used nine criteria to prioritize children: timing of life course interruptions, distance, formal child support, desirability of the pregnancy, restraining orders, other resources available to the child, age of the child, gender of the child, and the child's reaching-out behavior.

Research implications – These fathers distribute finite resources of time and money using priority-ordered queuing. This method allowed them to maximize their impact by focusing on a small number of children, rather than having their scarce resources become so diffuse that they became virtually meaningless.

Practical implications – These fathers utilized priority-ordered queuing, in contrast to the equal-distribution queuing method preferred by child support enforcement agencies. The difference in queuing model preference may explain fathers’ noncompliance with child support orders.

Value – In contrast with previous research findings, this chapter finds that these fathers were more likely to be simultaneously “good fathers” and “bad fathers” to different children at the same time, rather than one or the other (Furstenberg, 1988). This chapter also demonstrates a novel use of queuing theory for family research.