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Patriarchal Hierarchy? Gender, Children's Housework Time, and Family Structure in Post-Reform China

Hu, Y; (2018) Patriarchal Hierarchy? Gender, Children's Housework Time, and Family Structure in Post-Reform China. Chinese Sociological Review , 50 (3) pp. 310-338. 10.1080/21620555.2018.1430508. Green open access

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Abstract

Drawing on data from the 2010 China Family Panel Studies, this research investigates the gendered patterns of the time spent by girls and boys on housework in families with distinct structures, with the presence at home or absence from home of the mother, father, elder/younger sister and brother, and male/female extended family members. The results support the theory of gendered domestic-labor substitution, as children are seen to “substitute” for the lack and benefit from the surplus of domestic labor resulting from the absence/presence of other male and female family members. The results also depict a neopatriarchal hierarchy that regulates the complex (re)production of domestic gender inequalities in the Chinese family. Addressing the intersection between the “stalled” and “uneven” domestic gender revolution and the increasing diversity of family forms in post-reform China, this research underlines the importance of mainstreaming children into research on the gendered division of domestic labor.

Type: Article
Title: Patriarchal Hierarchy? Gender, Children's Housework Time, and Family Structure in Post-Reform China
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/21620555.2018.1430508
Publisher version: https://doi.org/10.1080/21620555.2018.1430508
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
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/10210785
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