Employment patterns of less-skilled workers: links to children's behavior and academic progress.
Employment patterns of less-skilled workers: links to children's behavior and academic progress.
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DOI：
10.1007/s13524-011-0086-4
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发表时间：
2012-05
期刊：
影响因子：
3.5
通讯作者：
Dunifon, Rachel E.
中科院分区：
文献类型：
--
作者：
Johnson, Rucker C.;Kalil, Ariel;Dunifon, Rachel E.
我们使用五次妇女就业调查（WES; 1997-2003）的数据，研究了低收入母亲的就业模式与其子女的情感行为和学业进步之间的联系。我们发现，母亲的就业经历和儿童的成果之间的几个不同方面的强大和实质性的重要联系。结果的模式是相似的经验方法，包括普通最小二乘法和儿童固定效应模型，有和没有一个广泛的控制集。当母亲工作和工作稳定时，儿童表现出较少的行为问题（相对于母亲不工作的儿童）。与此相反，母亲的工作伴随着工作不稳定与显着较高的儿童行为问题（相对于就业稳定的工作）。母亲全职工作和/或工作时间不固定的儿童也表现出更高水平的行为问题。然而，只有在不需要认知技能的工作中，全日制工作才会对儿童产生负面影响。当这种工作经验是在需要认知技能，导致更高的工资增长前景的工作时，这种负面影响被完全抵消。最后，波动的工作时间表和非认知要求的全职工作都与孩子留级或被安排接受特殊教育的可能性密切相关。
Using data from five waves of the Women’s Employment Survey (WES; 1997–2003), we examine the links between low-income mothers’ employment patterns and the emotional behavior and academic progress of their children. We find robust and substantively important linkages between several different dimensions of mothers’ employment experiences and child outcomes. The pattern of results is similar across empirical approaches—including ordinary least squares and child fixed-effect models, with and without an extensive set of controls. Children exhibit fewer behavior problems when mothers work and experience job stability (relative to children whose mothers do not work). In contrast, maternal work accompanied by job instability is associated with significantly higher child behavior problems (relative to employment in a stable job). Children whose mothers work full-time and/or have fluctuating work schedules also exhibit significantly higher levels of behavior problems. However, full-time work has negative consequences for children only when it is in jobs that do not require cognitive skills. Such negative consequences are completely offset when this work experience is in jobs that require the cognitive skills that lead to higher wage growth prospects. Finally, fluctuating work schedules and full-time work in non-cognitively demanding jobs are each strongly associated with the probability that the child will repeat a grade or be placed in special education.
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