Profiles of joint mothering and fathering in young children from low-income families

• We examined joint parenting profiles in low-income families when children were at age 3. • Four profiles emerged: joint supportive, joint intrusive, highly detached mothering, highly detached fathering. • Joint supportive parenting related positively to different academic outcomes at age 5 and age 11. • Joint intrusive parenting was linked to more peer bullying than highly detached mothering. • Mother-reported child behaviors at age 5 and age 11 did not differ across joint parenting profiles. Research has consistently linked parenting behavior, especially of mothers, to child developmental outcomes. However, fewer studies have employed person-centered approaches to examine mothering and fathering simultaneously, as well as associations between joint parenting patterns and child outcomes, among low-income populations. This study aims to identify the patterns of joint parenting experienced by 3-year-olds in low-income families and to investigate the associations between joint parenting and child socio-emotional and academic outcomes at age 5 and age 11. A total of 304 children (51.3% females, 61.2% Caucasian, 26.6% Black, 7.6% Hispanic, 4.6% other) from 7 out of 17 sites in the Early Head Start Research Evaluation Project (EHSREP) that collected father data were included. Mothering and fathering were observed and rated in a semi-structured interaction when children were aged 3. Using latent profile analysis, four joint parenting profiles were identified: “joint supportive parenting (63.1%)”, “joint intrusive parenting (10.9%)”, “highly detached mothering (11.5%)”, and “highly detached fathering (14.5%)”. Children with joint supportive parenting showed stronger mathematical skills at age 5 and greater literacy skills at age 11 compared to children with joint intrusive parenting. Children with joint intrusive parenting had a higher likelihood of experiencing peer bullying at age 11 compared to those with highly detached mothering. Although there was a weaker trend in observed children’s regulation, no significant differences were found in mother-reported behaviors or self-reported delinquency across profiles. The differential effects on child outcomes across joint parenting profiles highlight the importance of collaborative and supportive parenting in improving children’s academic skills.