Mothers' Time, the Parenting Package, and Links to Healthy Child Development

Fomby, Paula; Musick, Kelly

doi:10.1111/jomf.12432

Cited by 44 publications

(67 citation statements)

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“…In any case, the small or inexistent associations between total father–child time and child outcomes reported here are consistent with earlier U.S. literature focusing on motherhood. For example, Fomby and Musick () found very small associations between mother–child time and children's reading scores. Similarly, Milkie et al () found no evidence of statistically significant associations between mother–child time and several measures of children's academic and behavioral outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…In our main analyses, we examine the relationships between paternal time investments and children's cognitive functioning using the following two estimation techniques: (a) ordinary least squares (OLS) models similar to those used in previous studies (see, e.g., Fomby & Musick, ; Milkie et al, ) and (b) longitudinal value‐added models that make better use of the panel data at hand (previously used in Fiorini & Keane, ). The OLS models used to test the time‐quantity hypothesis (Hypothesis 1) take the following form:

\begin{matrix} {PPVT}_{ct} & = β_{0} + β_{1} T_{ct} + β_{2} F_{ct} + β_{3} M_{ct} \\ + β_{4} X_{ct} + e_{ct} \end{matrix}

where subscripts c and t refer to child and time period, respectively; T captures all time inputs; F and M denote paternal and maternal characteristics, respectively; X is a vector of other control variables; β 0 is the model's grand intercept; β 1 to β 4 are coefficients or vectors of coefficients to be estimated; and e is the usual random error term.…”

Section: Methodsmentioning

confidence: 99%

“…Importantly, we are interested in the effect of paternal time in its own right, as it remains unclear whether and how this type of time is related to children's cognitive outcomes. This separates our study from previous research focusing on mother-child time (see, e.g., Del Bono et al, 2016;Fomby & Musick, 2017;Hsin & Felfe, 2014;Milkie et al, 2015) or time spent between the child and any parent (see, e.g., Fiorini & Keane, 2014). We consider the following two separate components of father-child time: (a) the quantity of time that fathers spend with their children and (b) the content of the joint activities undertaken during that time.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The increasing availability of quality time-use data on families has spurred a wave of research and academic debate on whether and how parental time investments contribute to child development. Recent studies have focused on the time allotments made by mothers (e.g., Del Bono, Francesconi, Kelly, & Sacker, 2016;Fomby & Musick, 2017;Hsin & Felfe, 2014;Milkie, Nomaguchi, & Denny, 2015) or parents in general (Fiorini & Keane, 2014). The findings are mixed.…”

mentioning

confidence: 99%

“…The findings are mixed. Although some authors find that maternal time is an important determinant of children's cognitive functioning (Del Bono et al, 2016), others report very small associations (Fomby & Musick, 2017) and no relationship (Milkie et al, 2015). This research has motivated a lively discussion on the topic (see Kalil & Mayer, 2016;Nomaguchi, Milkie, & Denny, 2016;Waldfogel, 2016;Wolfers, 2015).…”

mentioning

confidence: 99%

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A Matter of Time: Father Involvement and Child Cognitive Outcomes

Čaňo

Perales

Baxter

2018

J of Marriage and Family

137

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Objective This study provides the first systematic account of how father–child time (in total and across activity types) relates to children's cognitive development as well as examining whether paternal education moderates these associations. Background Fathers in Western countries allocate progressively more time to child care. However, most research on how parental time inputs affect child development focuses on maternal time. It remains unclear how paternal involvement in the child's upbringing influences child outcomes. Method The study uses three waves of unique, longitudinal, time‐diary data from an Australian national sample of children aged 4 to 8 years (Growing Up in Australia: The Longitudinal Study of Australian Children; N = 3,273 children, 6,960 observations). Children's cognitive development is measured using the Peabody Picture Vocabulary Test. The data are modeled using a range of estimation strategies for panel data. Results The total amount of father–child time is associated with, at best, small improvements in children's cognitive functioning. In contrast, the amount of father–child time in educational activities is associated with moderate to large improvements. Such associations are similar for highly and less‐highly educated fathers. Conclusion Our findings are relevant for policy and practice, being indicative that enabling paternal involvement in their children's upbringing should bring moderate to high gains to their children in terms of cognitive functioning, particularly if paternal involvement is directed at educational activities.

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Section: Discussionmentioning

confidence: 99%

\begin{matrix} {PPVT}_{ct} & = β_{0} + β_{1} T_{ct} + β_{2} F_{ct} + β_{3} M_{ct} \\ + β_{4} X_{ct} + e_{ct} \end{matrix}

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

A Matter of Time: Father Involvement and Child Cognitive Outcomes

Čaňo

Perales

Baxter

2018

J of Marriage and Family

137

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Heroines and Mothers: Female Representation in the Carnegie Medal Winners 1936–2020

Lindahl-Wise

2023

Child Lit Educ

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This article presents quantitative research into the representations of females in Carnegie Medal-winning books 1936–2020. The relative presence or absence of female protagonists (heroines) and their mothers are used as proxies for gauging whether the representation of females is equitable. The research shows male protagonists outnumber female ones by a ratio of 1.58. Further, adult females are underrepresented in the narratives, as only 42% feature mothers who are alive and present in the story. Mothers are even underrepresented in fictional lone-parent families. While there is a strong correlation between female authors and female characters, the bias against fictional females is pronounced and so pervasive that it may signal a ‘symbolic annihilation’ of females in this particular cultural product. Societal changes and realities appear to have been slow to manifest in the Carnegies and a bias against females has not been attenuated even in recent years. Reflecting the diversity of lived experience in books is essential, and it is imperative that readers, including girls, are offered opportunities for identification—not only with protagonists but also adult females who might serve as role models to help them navigate towards adulthood.

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