Tag Archives: Sarah Schoppe-Sullivan

Dr. Sarah Schoppe-Sullivan and Ohio State University

In 2006 I met Dr Sarah Schoppe-Sullivan rather fortuitously. I was primed to attend Ohio State University (OSU) to work with a professor studying cohabitation policy.

Screen Shot 2013-02-16 at 9.57.17 AMHowever, the summer before I was going to start my master’s program in Human Development and Family Science, that professor made the choice to leave OSU, and so I had to find a new advisor.

And it couldn’t have turned out better!

Dr Sarah Schoppe-Sullivan is a Developmental Psychologist (earning her PhD from the University of Illinois Champaign-Urbana) who is an Associate Professor in Human Development and Family Science within the College of Education and Human Ecology (read a short biography here).

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She is primarily interested in the transition to parenthood, focusing on social-emotional issues and co-parenting. However, she also researchers attachment theory, fathers,preschoolers, and cohabiting relationships. To read more about her current research projects click here and to see her CV click sschoppe-sullivan.

In 2012 she received the highest honor a teacher can receive at OSU: The Alumni Award for Distinguished Teaching.

Her main project is called the New Parents Project and her work is highlighted in newspapers articles and through the NSF Science Now (half-way through the video clip), where she finds that while both mothers and fathers are highly involved in their young children’s lives, mothers still do way more child care tasks while fathers typically involve themselves in play and academic pursuits.

To see the list of her on-going projects click here.


Longitudinal Relations Between Father Involvement and Children’s Cognitive Development and Academic Achievement Across the Transition to School

In 2008, at the Human Development Conference I presented the findings from my master’s thesis that I completed in conjunction with my advisor, Dr Sarah Schoppe-Sullivan. Dr Sarah Schoppe-Sullivan is an Associate Professor at The Ohio State University in the Department of Human Development and Family Science, which is in the College of Education.

I used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD). 

Click Here to see the findings and the poster.

With this second hand data, I analyzed mother’s and father’s parenting during a play session when their child was in preschool (54 months) and the child’s academic and cognitive outcomes when the child reached first grade.

Using a structural equation model (SEM), I found that even after controlling for mothers’ parenting and parental education, fathers’ parenting has a significant and independent effect on children’s cognitive development (p < .01) and there is also a trend with respect to children’s academic achievement (p < .057).