Several countries have mandated sex quotas on corporate boards of directors. We systematically reviewed empirical studies that compared company profitability and financial performance before and after introducing legislated quotas. The search yielded 348 unique hits and nine studies were retained, including 20 effects. Four were null, 11 were negative, and five were positive, all of the latter for Italian and French companies. We conclude that quotas for women on corporate boards have mainly decreased company performance and that several moderating factors must be taken into account when assessing causal effects of quotas on company performance.

Meta-parenting is a construct that refers to parents’ thought processes as they employ and assess parenting strategies based on their child’s behavior and perceptions of his/her developmental course. The present study examined the associations among parenting self-efficacy, positive relational maintenance, parent and child characteristics, and meta-parenting in heterosexual parents of young children. Mother’s level of education was positively associated with her maintenance behaviors and fathers’ reports of marital maintenance was positively associated with mothers’ reports of meta-parenting. Parenting self-efficacy was positively associated with meta-parenting for mothers and fathers. Child characteristics were not associated with meta-parenting. The present study contributes to current knowledge regarding the empirical associations among these variables and meta-parenting cognitions and by adopting a theoretical perspective, or Social Cognitive Theory, as a backdrop for understanding these and other possible influences.

Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children’s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children’s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children’s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children’s development and mothering.