Gimenez-Nadal, JI;
Sevilla, A;
(2016)
Intensive Mothering and Well-being: The Role of Education and Child Care Activity.
(IZA Discussion Paper
10023).
IZA Institute of Labor Economics: Bonn, Germany.
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Abstract
We use data from the 2012 and 2013 Well-being Module of the American Time Use Survey to understand maternal momentary well-being, and how these vary by educational attainment. We document that even after controlling for a wide set of maternal characteristics, higher educated mothers report lower levels of happiness and meaning, and higher levels of fatigue when engaging in child-related activities than mothers with lower educational attainment. Further analysis reveals that there is no education gap in momentary well-being among fathers and non-mothers. These findings are consistent with more educated mothers feeling the pressures from the ideology of intensive mothering, whereby mother’s continuous time and attention is understood as being crucial for child development.
| Type: | Working / discussion paper |
|---|---|
| Title: | Intensive Mothering and Well-being: The Role of Education and Child Care Activity |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.iza.org/publications/dp/10023/intensiv... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | mothering, momentary well-being, child care, ideology of intensive mothering, time use |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10114258 |
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