Dan Wang

Citation: Wang, D., Beisly, A. H., Connelly, S., Dewhirst, C. B. & White, L. (2026; in press). The subsidy squeeze: How child care providers experience benefits, barriers, and the eligibility cliff in categorical programs. Early Childhood Education Journal.

Project Team: This study derives from a collaborative evaluation project among five researchers at the University of Oklahoma.

Abstract: This mixed-methods evaluation study assesses the process and impacts of a multi-year program offering categorical eligibility for child care subsidies to all child care workers with young children regardless of income. This study conducted three focus groups with urban and rural child care directors and staff and surveyed 62 child care providers. Qualitative findings revealed that recipients utilized subsidies to meet their basic needs and enhance their quality of life. Administrators used subsidies for workforce recruitment, retention, and quality investments. The program particularly benefited child care professionals earning just above traditional assistance thresholds. Participants noted systematic administrative barriers to accessing the program. They expressed concerns that discontinuing the program could lead to a multi-level crisis affecting families, child care centers, the early care profession, and the education system. Quantitative findings also showed that while some recipients experienced inconsistencies during the application process, many child care staff benefited from discounted child care. Although half of the survey participants wanted to continue in their roles and received professional support, about half planned to leave their positions within a few years. These patterns reflect the everyday challenges of low wages, minimal benefits, and high turnover rates in early care. Overall, the categorical eligibility program benefits the child care workforce. Future program implementation should refine the application process, enhance communication, and expand support for vulnerable populations.

Funding and Acknowledgement: This study is supported by the Preschool Development Grant Birth to Five (PDG B-5) Evaluation Grant from the Office of Early Childhood Development within the Administration for Children and Families, a division of the U.S. Department of Health and Human Services. The authors gratefully acknowledge the Oklahoma Partnership for School Readiness (OPSR) for its support with research design and data collection. Appreciation is extended to the evaluation team, led by Drs. David A.  McLeod, Diane M. Horm, and Erin J. Maher, for their leadership in conceptualizing the broader evaluation study and providing feedback for the evaluation plan. Special thanks to the participants for their valuable contributions through focus groups and surveys. We also thank the E-TEAM staff for transcribing the focus group data.

Citation: Wang, Z., Wang, D., *Frost, A. M. H., & Xia, Y. (2026; in press). Paternal parenting experiences and young children’s behavior problems in Chinese families. Family Relations. 

Project Team: This study derives from a collaborative project among four researchers at the University of Oklahoma (Wang & Frost), Henan University (Wang), and University of Nebraska-Lincoln (Xia).

Objective: This study examines relationships between paternal parenting experiences and behavior problems in young children aged 3 to 6 years in China. Background: Although the role and impacts of fathers in parenting has been understood in Western contexts, it is less studied within the Chinese cultural context. Methods: We used a quota sampling approach and recruited participants through childcare centers, in which interested teachers shared the online survey link with parents. We analyzed data from 485 fathers in Henan province using descriptive statistics, independent samples t-tests, and multiple linear regression. Results: Chinese fathers who reported more cooperative coparenting experienced lower levels of parenting stress, less child maltreatment, and fewer behavior problems in their children than fathers with less cooperative coparenting. Moreover, higher levels of paternal parenting stress and more child maltreatment predicted more child behavior problems, even after adjusting for family characteristics. Finally, cooperative coparenting was associated with fewer child behavior problems. Conclusions: The findings provide empirical evidence of paternal contribution to child behavioral outcomes in Chinese families. Implications: The study highlights the need to reduce parenting stress and child maltreatment behaviors among fathers and to enhance cooperative coparenting between mothers and fathers to prevent child maladaptive behaviors.

Taysir will explore foster care placement and youth behavior.

This research is funded by the 2025 Grasmick/Riddle Summer Research Fellowship in the Department of Sociology at the University of Oklahoma. The fellowship was awarded to Saman and his research mentor Dr. Wang. They have drafted the manuscript and presented preliminary findings at the Oklahoma Sociological Association Annual Conference in 2025. They will also present the research at the American Sociological Association Annual Conference in 2026 in New York. Well done, Saman!

Wang, D., Wang, Z., Xia, Y., & **Banwait, S. (2025, November 19–22). Do perceived parenting and child behavior problems differ for Chinese mothers and fathers with young children? [Paper Presentation]. National Council on Family Relations (NCFR) Annual Meeting, Baltimore, MD.