About this journal

Parenting: Science and Practice strives to promote the exchange of empirical findings, theoretical perspectives, and methodological approaches from all disciplines that help to define and advance theory, research, and practice in parenting, caregiving, and childrearing broadly construed. "Parenting" is interpreted to include biological parents and grandparents, adoptive parents, nonparental caregivers, and others, including infrahuman parents. Articles on parenting itself, antecedents of parenting, parenting effects on parents and on children, the multiple contexts of parenting, and parenting interventions and education are all welcome. The journal brings parenting to science and science to parenting.

Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are invited. The journal also publishes notices of books and other publications or media representations relevant to a scientific approach to parenting.

Departments
Parenting: Science and Practice has five main departments: Inquiries about prospective submissions to any department should be addressed to the Editor (email: [email protected]).

• Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance theory and the empirical base in the field of parenting studies are sought, and all modes of empirical research are invited: experimental, observational, ethnographic, textual, interpretive, and survey.
• Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. (Published reviews are sometimes accompanied by a small number of solicited commentaries from specialists in parenting as well as in allied fields.)
• Statements. Statements provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should not exceed 3,000 words in length.
• Tutorials. Parenting publishes occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application.
• Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant material to the Editor.

Additional Features: Thematic Issues
Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series.

Media Notices
Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, Web sites, and other media that concern themselves with parenting studies and childcare practices. Send relevant material to the Editor.

Audience
Parenting: Science and Practice will appeal to scholars and practitioners in psychology, human development, family science, clinical practice, social work, education, pediatrics, psychiatry, sociology, anthropology, demography, biology, and related disciplines. Articles published in Parenting: Science and Practice will be meaningful to parents and students as well as researchers.

Monographs in Parenting
To accompany the journal, Monographs in Parenting publishes authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Send inquiries about potential submissions to the Monographs in Parenting series to the Editor.

Monographs in Parenting published to date:

John G. Borkowski, Sharon Landesman Ramey, and Marie Bristol-Power. Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development (2002).
Marc H. Bornstein and Robert H. Bradley. Socioeconomic Status, Parenting, and Child Development (2003).

Ariel Kalil and Tome DeLeire. Family Investments in Children's Potential: Resources and Behaviors that Promote Children's Success (2004).

Philip A. Cowan, Carolyn Pape Cowan, Jennifer Ablow, Vanessa Kahen Johnson, and Jeffrey R. Measelle. The Family Context of Parenting in Children's Adaptation to School (2005).

Tom Luster and Lynn Okagaki. Parenting: An Ecological Perspective (2e) (2005).

Marc H. Bornstein and Linda Cote. Acculturation and Parent-Child Relationships (2006).

Femmie Juffer, Marian J. Bakermans-Kranenburg, and Marinus H. van Ijzendoorn. Promoting Positive Parenting: An Attachment-Based Intervention (2007).

Marc H. Bornstein. Parenting: Essential Readings (in preparation).

Peer Review Policy: All papers in this journal have undergone editorial screening and peer review.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106 .

EDITOR
Marc H. Bornstein– NICHD, IFS, UNICEF

EDITORIAL BOARD
Atiqah Azhari – Singapore University of Social Sciences
Marian J. Bakermans-Kranenburg – The New School, New York 
John E. Bates – Indiana University
Yvonne Bohr – York University
Robert H. Bradley – Arizona State University
Christia Spears Brown – University of Kentucky
Madeleine Bruce – University of Utah
Keith Crnic – Arizona State University
Mark Cummings – University of Notre Dame
Danielle Dallaire – College of William and Mary
Maayan Davidov – The Hebrew University of Jerusalem
Kirby Deater-Deckard – University of Massachusetts
Andres De Los Reyes – University of Maryland, CP
Joyce Endendijk – Utrecht University
Gianluca Esposito – University of Trento, IT
Joyce Endendijk – Utrecht University
Robyn Fivush – Emory University
Merideth Gattis – Cardiff University, Wales, UK
Dawn Gondoli – University of Notre Dame
Adele Eskeles Gottfried – California State University, Northridge
Joan E. Grusec – University of Toronto, 
Marjorie Lindner Gunnoe - Calvin College 
Wen-Jui Han – New York University
Lauren Henry – National Institute of Mental Health
Erika Hoff – Florida Atlantic University 
Laura Hubbs-Tait – Oklahoma State University
Jean M. Ispa – University of Missouri 
Justin Jager – Arizona State University
Pilyoung Kim – University of Denver
Jennifer E. Lansford – Duke University
Robert Larzelere – Oklahoma State University
Jamie M. Lawler – Eastern Michigan University
Chang Lei – University of Macau, China
Richard M. Lerner – Tufts University
Mirjana Majdandzic – Universiteit van Amsterdam
Nina S. Mounts – Northern Illinois University
Jenae M. Neiderhiser – Pennsylvania State University
Florrie Fei-Yin Ng – The Chinese University of Hong Kong
David Oppenheim – University of Haifa, IS
Thomas G. Power – Washington State University
Diane L. Putnick – NICHD
W. Andrew Rothenberg – Duke University
Justin Russotti – Mt. Hope Family Center
Sarah Schoppe-Sullivan – The Ohio State University
Carlo Schuengel – Vrije Universiteit Amsterdam, NL
Cynthia Smith – Virginia Tech University
Bart Soenens – University of Ghent, BE
Tracy Spinrad – Arizona State University
Catherine S. Tamis-LeMonda – New York University 
Brenda L. Volling – University of Michigan
Jing Yu – NICHD