Educational differences in fathers' time with children in two parent families: Time diary evidence from the United States
Educational differences in fathers' time with children in two parent families: Time diary evidence from the United States
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两个父母家庭中父亲与孩子相处时间的教育差异：来自美国的时间日记证据
DOI：
10.1080/19424620.2015.1082340
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Altintas E
中科院分区：
文献类型：
--
作者：
Altintas E
本文利用美国时间利用调查（2003-2013），考察了父亲在小学和中学育儿活动中所花时间的教育差异。与受教育程度较低的父亲相比，受过良好教育的父亲花更多的时间与孩子在一起，孩子是主要的关注中心。虽然受过高等教育的父亲并不比受教育程度较低的父亲更容易接近他们的孩子，但他们花更多的时间在与儿童积极成果相关的发展性儿童保育活动上。父亲的教育程度对日常育儿时间的影响完全由配偶的教育程度来解释，而父亲在管理或发展性育儿活动中的时间几乎没有受到影响。总体而言，结果表明不同的父亲的做法，教育程度，其中一些是由配偶的教育。
This paper examines educational differences in fathers’ time spent in primary and secondary childcare activities using the American Time Use Survey (2003–2013). Compared to fathers with lower educational attainment, well-educated fathers spend moreengagedtime with their children, where a child is the main center of attention. Although highly educated fathers are not moreaccessibleto their children than fathers with less education, they spend more time in developmental childcare activities associated with positive outcomes for children. The effect of fathers’ education on time spent in routine childcare is completely explained by spouse’s education, whereas father’s time in managerial or developmental childcare activities is hardly affected. Overall, the results indicate distinct fathering practices by educational attainment, some of which are explained by spouse’s education.