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: http://ecrp.uiuc.edu/v8n2/petrie.html].
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: http://ecrp.uiuc.edu/v10n1/holloway.html].
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 Research, 7, 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.