Parental nonstandard work schedules and children's academic achievement.

Format:

Book

Thesis/Dissertation

Author/Creator:

Kim, Minseop, author.

Contributor:

Iversen, Roberta R., degree supervisor.

University of Pennsylvania. Social Welfare.

Language:

English

Subjects (All):

Social work.

Social research.

Social Welfare--Penn dissertations.

Penn dissertations--Social Welfare.

Local Subjects:

Social work.

Social research.

Social Welfare--Penn dissertations.

Penn dissertations--Social Welfare.

Genre:

Academic theses.

Physical Description:

1 online resource (177 pages)

Contained In:

Dissertation Abstracts International 76-05A(E).

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor, MI : ProQuest, 2014.

System Details:

Mode of access: World Wide Web.

text file

Summary:

This study investigated the association between parental nonstandard work schedules that fall outside the span of 6 a.m. and 6 p.m. and children's academic outcomes, using data from the National Longitudinal Survey of Youth 1979 and its Child Supplement on 5,089 children who were followed from birth to age 13 or 14. With a concern about the potential adverse impact of parental nonstandard work schedules on children, previous research tended to paint a negative image of the toll related to parental nonstandard work schedule. However, this study, based on fixed-effect regression models, found that the impact of parental nonstandard work schedules on children's academic achievement may differ by parents who undertake nonstandard schedules, children's developmental stages, types of nonstandard work schedules, and family structure. For early childhood children (age 3 or 4) in two-parent families, maternal nonstandard work schedules, particularly varying hours, were associated with better academic outcomes, while paternal nonstandard work schedules, particularly rotating shift and varying hours, were associated with lower academic outcomes. However, the positive impact of maternal nonstandard work schedule disappeared for early childhood children in single-parent families. For middle childhood children (age 5-10), maternal nonstandard work schedules were found to have no impact on children's academic achievement both in two-parent and single-parent families, whereas paternal nonstandard work schedules, particularly evening shift, had a negative effect in two-parent families. For early adolescents (age 11-14), both maternal and paternal nonstandard work schedules had no impact. These findings suggest that the impact of parental nonstandard work schedules on children's academic outcomes are not uniformly negative or positive, implying that parental nonstandard work schedules have a dual potential to become a family-unfriendly schedule and to be used as a family-friendly work option. More sophisticated policy and academic attention should be devoted to addressing key issues with respect to nonstandard work schedules and child development.

Notes:

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Adviser: Roberta R. Iversen.

Department: Social Welfare.

Thesis Ph.D. University of Pennsylvania 2014.

Local Notes:

School code: 0175.

ISBN:

9781321479706

Access Restriction:

Restricted for use by site license.