Susan Holloway

My research explores the conditions that support parents’ childrearing goals and practices, emotional wellbeing, and parenting self-efficacy. I take an interdisciplinary approach to this work, drawing from developmental psychology as well as sociology, anthropology, and feminist studies. Much of my research has examined the connections between educational institutions and families from non-dominant groups as defined by their position at the intersection of social class, race/ethnicity, immigrant status, and/or sexual preference. Over the years I have conducted a substantial amount of work in Japan, and am now also deeply involved in projects with colleagues from Italy and China. My publications include several books, including Contested Childhood: Diversity and Change in Japanese Preschools, published by Routledge (2000) and Women and Family in Contemporary Japan, published by Cambridge University Press (2010). I also co-authored the book Through My Own Eyes: Single Mothers and the Cultures of Poverty, published by Harvard University Press (1997).


Holloway, S. D., Fuller, B., Rambaud, M. F., Eggers-Pierola, C. (1997). Through my own eyes: Single mothers and the cultures of poverty. Harvard University Press. 
Holloway, S. D. (2000). Contested childhood: Diversity and change in Japanese preschools. New York: Routledge.
Holloway, S. D. (2010). Women and family in contemporary Japan. New York: Cambridge University Press.
Articles Published Since 2000
Holloway, S. D., Kagan, S. L., Fuller, B., Tsou, L., & Carroll, J. (2001). Assessing child-care quality with a telephone interview. Early Childhood Research Quarterly, 16, 165-189.
Fuller, B., Holloway, S. D., Bozzi, L., Burr, E., Cohen, N., & Suzuki, S. (2003).  Explaining local variability in child care quality:  State funding and regulation in California.  Early Education and Development, 14, 47-66.
Holloway, S. D., Suzuki, S., Yamamoto, Y., & Behrens, K. (2005).  Parenting self-efficacy among Japanese mothers.  Journal of Comparative Family Studies, 36, 61-76
Holloway, S. D., Suzuki, S., Yamamoto, Y., & Mindnich, J. D. (2006).  Relation of maternal role concepts to parenting, employment choices, and life satisfaction among Japanese women.  Sex Roles: A Journal of Research, 54, 235-249
Yamamoto, Y., Holloway, S. D., & Suzuki, S. (2006). Maternal involvement in preschool children’s education in Japan: Relation to parenting beliefs and socioeconomic status.  Early Childhood Research Quarterly, 21, 332-346.
Petrie, J. T., & Holloway, S. D. (2006). Mothers’ representations of the role of parents and preschools in promoting children’s development. Early Childhood Research and Practice, 8 (2). [On-line journal:].
Holloway, S. D., Mirny, A., Bempechat, J., & Li, J. (2008).  Schooling, peer relations, and family life of Russian adolescents. Journal of Adolescent Research, 23, 488-507.
Bae, S., Holloway, S. D., Bempechat, J., & Li, J. (2008). Mexican-American students’ perceptions of teachers’ expectations: Do perceptions differ depending on student achievement levels? The Urban Review, 40, 210-225.
Holloway, S. D., Yamamoto, Y., Suzuki, S., & Mindnich, J. (2008). Determinants of parental involvement in early schooling: Evidence from Japan. Early Childhood Research and Practice, 10 (1). [On-line journal:].
Suzuki, S., Holloway, S. D., Yamamoto, Y., & Mindnich, J. D. (2009). Parenting self-efficacy and social support in Japan and the United States. Journal of Family Issues, 30, 1505-1526.
Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review, 22, 189-214.
Bempechat, J., Li, J., Neier, S., Gillis, C., & Holloway, S. D. (2011). The homework experience: Perceptions of low income youth. Journal of Advanced Academics, 22, 250-279
Kuppermann, M., Nakagawa, S., Cohen, S. R., Dominguez-Pareto, I., Shaffer, B. L., & Holloway, S. D. (2011). Attitudes toward prenatal testing and pregnancy termination among a diverse population of parents of children with intellectual disabilities. Prenatal Diagnosis, 31, 1251-1258.
Park, S., Holloway, S. D., Arendtsz, A., Bempechat, J., & Li, J. (2012). What makes students engaged in learning? A time-use study of within-and between-individual predictors of emotional engagement in low-performing high schools. Journal of Youth and Adolescence, 41, 390-401.

Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S. D. (2013). “She always gives grades lower than one deserves”: A qualitative study of Russian adolescents’ perceptions of fairness in the classroom. Journal of Ethnographic and Qualitative Research7, 169–187.
Park, S. & Holloway, S. D. (2013). No parent left behind: Predicting parental involvement in adolescents’ education within a diverse population. Journal of Educational Research, 106, 1-15.
Cohen, S. R., Holloway, S. D., Domingúez-Pareto, I., & Kuppermann, M. (2013). Receiving or believing in family support? Contributors to the life quality of sociodemographically diverse families of children with ID. Journal of Intellectual Disability Research. 58, 333–345.
Holloway, S. D., Domingúez-Pareto, I., Cohen. S. R., & Kuppermann, M. (2014). Whose job is it? Everyday routines and quality of life in Latino and non-Latino families of children with intellectual disabilities. Journal of Mental Health Research in Intellectual Disabilities, 7, 104-125.
Holloway, S. D., Park, S., Jonas, M., Bempechat, J., & Li, J. (2014). “My mom tell me I should follow the rules, that’s whey they have those rules”: Perceptions of parental advice-giving among Mexican-heritage adolescents. Journal of Latinos and Education,13, 262-277.
Cohen, S. R., Holloway, S. D., Domingúez-Pareto, I., & Kuppermann, M. (2015). Social support and self-efficacy among Latino and White parents of children with ID. American Journal of Intellectual and Developmental Disabilities, 120, 1-16.
Yamamoto, Y., Holloway, S. D., & Suzuki, S. (2016). Parental engagement in children’s motivation: Motivating factors in Japan and the U.S. School Community Journal, 26, 29-50.
Park, S., & Holloway, S. D. (in press). The effects of parental school-based involvement on achievement at the child and elementary school level. Journal of Educational Research.
Holloway, S. D., Campbell, E. J.,  Kim, S., Suzuki, S., Wang, Q., Iwatate, K., & Baak, S.Y. (in press). Parenting self-efficacy and parental involvement: Mediators or moderators between socioeconomic status and children’s academic competence in Japan and Korea? Research in Human Development.
Book Chapters Published Since 2000
Holloway, S. D., & Behrens, K. Y. (2002). Parenting self-efficacy among Japanese mothers: Qualitative and quantitative perspectives on its association with childhood memories of family relations. In J. Bempechat & J. Elliot (eds.), Learning in culture and context: Approaching the complexities of achievement motivation in stduent learning. New Directions in Child Development, no. 96. San Francisco: Jossey-Bass.
Holloway, S. D., & Yamamoto, Y. (2003). Sensei: Early childhood education teachers in Japan. In O. Saracho and B. Spodek (eds.), Contemporary influences in early childhood education (pp. 181-207). Greenwich CT: Information Age Publishing.
Li, J., Holloway, S. D., & Bempechat, J. (2009). Building and using a social network: Nurture for low-income Chinese American adolescents' learning. In H. Yoshikawa (Ed.), Social contexts of immigrant children and adolescents. New Directions for Child Development .
Holloway, S. D., Yamamoto, Y., & Suzuki, S. (2010). What is a good mother? Competing models and experiences in urban Japan. In T. Thelen & H. Haukanes (Eds.), Reframing parenthood and childhood: Global trends, institutional transformations, and local responses (pp 35-56). Surrey, UK: Ashgate.
Holloway, S. D., & Nagase, A. (2014). Child rearing in Japan. In H. Selin (ed.), Parenting across cultures: Childrearing, motherhood and fatherhood in non-Western cultures (pp. 59-76). Netherlands: Springer.
Holloway, S.D., & Kunesh, C.E. (2015). Cultural processes and the connections among home, school, and community. In S. M. Sheridan and E. M. Kim (eds.), Research on family-school partnerships (pp. 1-15). New York: Springer.
>Holloway, S. D., & Jonas, M. (2016). Families, culture, and schooling: A critical review of theory and research. In K. R. Wentzel & G. B. Ramani (eds.), Handbook of social influences on social-emotional, motivation, and cognitive outcomes in school contexts (pp. 258-272) New York: Taylor & Francis.
De Cordova, F., Sitá, C., & Holloway, S. D. (in press). La transizione alla genitorialità nelle coppie omogenitoriali: le sfide teoriche e metodologiche a partire da una ricerca [Transition to parenthood for same-sex parents: Theoretical and methodological challenges confronting research]. In M. Everri (ed.), Genitori come gli altri e tra gli altri: Le famiglie omogenitoriali in Italia [Parents as others and among others: Same-sex families in Italy]. Milan: Mimesis Edizioni.
Holloway, S. D., Cohen, S. R., & Dominguez-Pareto, I. (in press). Culture, stigma, and intersectionality: Towards equitable parent-educator relationships in special education. In M. Siller & L. Morgan (eds.), Handbook of parent-implemented interventions for very young children with autism. New York: Springer.

Presentations/Professional Experience

Cognition and Development
School of Education
University of California, Berkeley
Adjunct Professor
Cognition and Development
School of Education
University of California, Berkeley
Visiting Associate Professor
Department of Human Development and Psychology
Harvard University Graduate School of Education
Research Associate and Instructor
Department of Human Development and Psychology
Harvard University Graduate School of Education
Associate Professor
Department of Human Development
University of Maryland—College Park
Assistant Professor
Department of Human Development
University of Maryland—College Park

Interests and Professional Affiliations

Social and Emotional Development


Ph.D., Stanford University, Child Development and Early Childhood Education

Curriculum Vitae


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