This article reviews findings from a longitudinal study of single-earn
er and dual-earner families with school-age children. We first summari
ze similarities and differences in the experiences of boys and girls a
nd their mothers and fathers in terms of three ongoing daily family pr
ocesses: (1) parental monitoring of children's everyday experiences, w
hereabouts, and companions; (2) parent-child involvement in joint acti
vities; and (3) children's involvement in household chores. We then re
view findings linking these family processes and family context (singl
e vs. dual earner) to boys' and girls' psychosocial functioning. These
findings generally reveal different patterns of psychological adjustm
ent, school achievement, conduct problems, and evaluations of parents
as a function of the intersection of gender, family process, and famil
y context. These themes are discussed in terms of the ecological persp
ective on human development.