A Typology of Interactional Patterns Between Youth and Their Stepfathers: Associations with Family Relationship Quality and Youth Well‐Being

• DOI: http://doi.org/10.1111/famp.12348
• Author: Todd M. Jensen
• Date: 01 June 2019
• Published date: 01 June 2019

A Typology of Interactional Patterns Between Youth

and Their Stepfathers: Associations with Family

Relationship Quality and Youth Well-Being

TODD M. JENSEN*

Stepfamilies are an increasingly common family form, many of which are headed by a

resident mother and stepfather. Stepfather–child relationships exert notable influence on

stepfamily stability and individual well-being. Although various stepfather roles have been

observed, more research is warranted by which stepfather–child interactions are explored

holistically and across a variety of life domains (e.g., recreational, personal, acade mic, and

disciplinary). Thus, the primary purpose of the current study is to explore varying interac-

tional patterns between youth and their stepfathers. A latent class analysis is condu cted

using a repr esentative sample of 1,183 youth (53% female; mea n age =15.64 years,

SD =1.70 years; 62% non-Hispanic White) residing in mother–stepfather families from

Wave I of the National Longitudinal Study of Adolescent to Adult Health. Latent-class enu-

meration processes support a four-class solution, with latent classes representing inactive,

academically oriented,casually connected, and versatile and involved patterns of youth–

stepparent interaction. Notable differences and similarities are evident across patterns

with respect to family relationship quality, youth well-being, and socio-demographic char-

acteristics. Differences are most stark between the inactive and versatile and involved pat-

terns. Ultimately, the results showcase notable variation in youth–stepparent interactional

patterns, and one size does not necessarily fit all stepfamilies. Family practitioners should

be mindful of variation in youth–stepparent interactional patterns and assist stepfamilies

in seeking out stepparent–child dynamics that are most compatible with the needs and

dynamics of the larger family system.

Keywords: Family Processes; Parent; Stepfamily; Relationships; Well-Being; Youth

Fam Proc 58:384–403, 2019

Stepfamilies are one of the fastest growing family forms in the United States. Indeed,

nearly one-third of youth are estimated to live with a biological parent and stepparent

at some point before reaching legal adulthood (Bumpass, Raley, & Sweet, 1995; Pew

Research Center, 2011). Stepfamilies form when at least one partner in a new committed

relationship brings a child or children from a previous relationship (Ganong & Coleman,

2017). Consequently, stepfamilies embody notable complexity as they merge together new

and existing dyadic relationships that often transcend single households.

The complexities of the stepfamily transition, as well as the transitions that precede it,

can create significant demands for family members. Research has shown that members of

stepfamilies often grapple with stepparent role ambiguity, coparenting conflict, stepcouple

*School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC.

Correspondence concerning this article should be addressed to Todd M. Jensen, School of Social Work,

University of North Carolina at Chapel Hill, 325 Pittsboro Street CB# 3550, Chapel Hill, NC 27599-3550.

E-mail: toddm.jensen@gmail.com.

This research was funded by Eunice Kennedy Shriver National Institute of Child Health and Human

Development (grant- T32-HD07376).

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Family Process, Vol. 58, No. 2, 2019 ©2018 Family Process Institute

doi: 10.1111/famp.12348

disagreements about parenting, shifts in economic and social resources, and opposing

expectations among family members (Ganong & Coleman, 2017; Jensen & Shafer, 2013;

Jensen, Shafer, & Larson, 2014; Papernow, 2013). Relationships between youth and step-

parents can be particularly ambiguous, resulting in conflict, strain, or disengagement.

Because the stepparent–child relationship is heralded as the crux of stepfamily stability

and individual well-being (Ganong, Coleman, Fine, & Martin, 1999; Ganong, Coleman, &

Jamison, 2011; Pryor, 2014), scholars and practitioners continue exploring its develop-

ment, variation, and impact.

Although various roles that stepparents assume amid and following the transition to

stepfamily life have been observed, largely in clinical and qualitative contexts, more

research is warranted by which stepparent–child interactions are explored holistically

and across a variety of specific life domains (e.g., recreational, personal, academic, and

disciplinary). Moreover, associations between emergent youth–stepparent interactional

patterns and family and individual characteristics should be assessed in an effort to

understand the contexts in which specific interactional patterns are likely to emerge, as

well as the potential implications of those patterns. Thus, the primary purpose of the

current study is to explore varying interactional patterns between youth and their step-

fathers. Rather than examining the frequency of single forms of interactions and assess-

ing their distinct influence on youth and family outcomes, a holistic analysis of various

forms or types of youth–stepfather interactions could illuminate common interactional

patterns, the totality of which might have meaningful implications for youth and family

outcomes. Thus, the primary purpose of the current study is coupled with efforts to

assess the construct validity of the interactional patterns identified with resp ect to the

quality of family relationships, youth well-being, and socio-demographic characteristics.

Interactional Patterns and Stepparent Roles in Stepfamilies

As noted, investigations and descriptions of interactional patterns and stepparent

roles in stepfamilies, particularly from a typological perspective, have emerged largely in

clinical and qualitative literatures. Some studies have focused on the development of step-

family relationships over time, highlighting variation in the ty pes and timing of steppar-

ent–child relationship quality and development (Ganong et al., 2011; Kinnib urgh-White,

Cartwright, & Seymour, 2010; Papernow, 2013). Others have focused on typologies of

stepfamily-level dynamics and communication (Schrodt, 2006), and the quality of the

coparenting relationship between resident and nonresident biological parents (Pryor,

2014).

More relevant to the current study is research exploring features of the stepparent–

child relationship and the types of stepparenting employed among stepfathers and

stepmothers. In one qualitative study of Isreali stepfamilies, Erera-Weatherley (1996)

identified five stepparent styles. The “birth parent style” is marked by stepparents’ view

that parenthood and stepparenthood are the same, and that children and stepchildren

should be treated equitably. The “super good step-mom” style reflects stepmothers’

attempts to excel as stepparents in an effort to win the affections of their stepchildren.

The “detached” style reflects stepparents’ minimal involvement in the lives of their

stepchildren. The “uncertain” style embodies stepparents’ ambivalence and confusion

with respect to their role as a stepparent. Lastly, the “friendship” style reflects steppar-

ents’ belief that they ought to befriend and accept their stepchildren, rather than exert

authority.

In another qualitative study, Weaver and Coleman (2005) identified a variety of role

identities among nonresident stepmothers (i.e., stepmothers whose stepchildren do not

share primary residence). Stepmother identities included being a responsive and caring

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