NON–CHILD SUPPORT EXPENDITURES ON CHILDREN BY NONRESIDENTIAL DIVORCED FATHERS

Most states' child support guidelines adopt a "cliff" model in providing credits or adjustments for time spent in the nonresidential parent's home. Such guidelines implicitly or explicitly assume that no appreciable expenditures are made directly by obligors for child-rearing expenses at levels of contact or visitation beneath some threshold value, typically assumed to be around 30% time. As guideline developers are acutely aware, these assumptions have proceeded in the absence of any data. The present investigation sought to provide preliminary evidence of such expenditures by using the approach of getting information about the provision of certain benchmark items: clothes, toys and games, bicycles, a bedroom, and support for car-related expenses for teenage drivers. The authors generally found a linear, rather than a cliff-like, relationship of expenditures to time in the nonresidential father's home, with unexpectedly high levels of father's provision of these benchmark items even at quite low levels of contact. These findings support more generous and more continuous adjustments for visitation in child support schemes, to offset nonresidential parent's direct expenditures on children, which appear to be unexpectedly high and arise on a non-cliff-like pattern.     

DIVORCED PARENTS' FINANCIAL SUPPORT OF THEIR CHILDREN'S COLLEGE EXPENSES

Reliable, quantitative, and current information is needed to inform the policy debate about whether parents, most commonly noncustodial parents, should be compelled to provide support for their children's higher education. We report data from a large study of the financial support college students reported receiving from their divorced mothers and fathers in a state where such payment is completely voluntary. Mothers' and fathers' financial resources did not differ greatly; when these were statistically controlled for, mothers and fathers contributed remarkably similar amounts of college support. Among other findings, fathers contributed more proportionately than mothers in families that had joint legal custody but less in sole maternal custody families. Our findings suggest policies that will likely encourage more voluntary support for higher education from divorced families.     

Democratization and European standards of National minority protection: Polish issues

This article considers how a nationally homogeneous state in East‐Central Europe, Poland, which in this respect is comparable to Hungary and the Czech Republic, has responded to a major post‐1989 challenge – that of meeting European standards of national minority protection within a civic‐territorial model of democracy. The forced assimilation and repression of such minorities as the Ukrainians and the Belarusans in prewar and communist Poland is now being handled within a common pan‐European perspective; this offers a model for the resolution of ethnic‐communal conflicts in the remainder of the highly differentiated post‐communist space. Although Poland's national minorities are now very small, historical memories of bad integral nationalist practice has induced post‐1989 governments to allay external criticism of alleged ethno‐nationalism by meeting European standards in this area as a key step towards eventual EU membership. The dual identity, linguistic, cultural and autonomy‐seeking characteristics of its currently non‐state‐destroying (that is, non‐secessionist) minorities points to comparisons with such groups as the Welsh or the Bretons. It argues for the redefinition of ‘normal’ as against more publicized aggressive forms of East European nationalism.     

DO PARENT EDUCATION PROGRAMS PROMOTE HEALTHY POSTDIVORCE PARENTING? CRITICAL DISTINCTIONS AND A REVIEW OF THE EVIDENCE

Most parent education programs are designed to improve child well-being following divorce by changing some aspect of parenting. However, there has been relatively little discussion of what aspects of parenting are most critical and the effectiveness of programs to change different aspects of parenting. This paper addresses these issues by: 1. Distinguishing three aspects of post-divorce parenting that have been targeted in parent education programs; 2. Reviewing evidence of the relations between each aspect of parenting and the well-being of children and; 3. Critically reviewing evidence that parent education programs have been successful in changing each aspect of post-divorce parenting.