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PARENTAL TIME IN THE UK: THE ROLE OF PARENTAL EDUCATION

PARENTAL TIME IN THE UK: THE ROLE OF PARENTAL EDUCATION. Cristina Borra 1 Almudena Sevilla 2 1 Department of Economics University of Seville (Spain) 2 School of Business Management Queen Mary University of London ( UK) 15 th May 2014. QUESTION.

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PARENTAL TIME IN THE UK: THE ROLE OF PARENTAL EDUCATION

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  1. PARENTAL TIME IN THE UK: THE ROLE OF PARENTAL EDUCATION CristinaBorra1 Almudena Sevilla2 1Department of Economics University of Seville (Spain) 2School of Business Management Queen Mary University of London (UK) 15thMay 2014

  2. QUESTION • How has parents’ time with children changed in the UK since the 1970s? : • We compare trends for parents with and without post- secondary education

  3. WHY DO WE CARE? • Crucial from a child development perspective: 1 hour more of maternal childcare per week increases test scores by 22% of a standard deviation, moving a child about five positions up in a class of 30 (Villena-Roldán and Ríos-Aguilar, 2012: PSID-CDS) • Crucial for policies aimed at inequality and social mobility: => Growing inequality in resources (time and money) invested in children

  4. MAIN FINDINGS • Time parents spend with children tripled for mothers and increased six fold for fathers over this period • Parents with and without post-secondary education spent the same amount with their children at the beginning of the period (70s) • Until the mid 1990s parents with post-secondary education increased the time they spent with their children by twice as much • At the end of the period (in 2005) all parents were spending about the same amount of time with their children. However: • Parents with post-secondary education spent more quality time (doing educational activities) with their children • increases in the time devoted to studying and doing homework over this period, particularly for children with more educated parents

  5. DATA : UK MTUS • UK: 1975,1983, 1995, 2000, 2005 • Multinational Time Use Study (MTUS) • an ex post harmonized cross-time comparative time use database • constructed from national representative random sample • time-diary • Main sample • mothers and fathers aged 18 to 64 with co-resident children

  6. TIME DIARY- AN EXAMPLE

  7. TRENDS IN PARENTAL TIME INVESTMENTS IN THE UK Notes: Average minutes per day devoted to parental time investments. Source: MTUS. Sample includes mothers (fathers) 18-64 who are not students or retired, with children between 6 and 18 years old in the household.

  8. PARENTAL TIME INVESTMENTS OVER TIME-FAMILES WITH OLDER CHILDREN Notes: Average minutes per day devoted to parental time investments. Source: MTUS. Sample includes mothers (fathers) 18-64 who are not students or retired, with children between 6 and 18 years old in the household.

  9. PARENTAL TIME INVESTMENTS OVER TIME-FAMILES WITH YOUNGER CHILDREN Notes: Average minutes per day devoted to parental time investments. Source: MTUS. Sample includes mothers (fathers) 18-64 who are not students or retired, with children younger than 6 years old in the household.

  10. TYPES OF PARENTAL TIME • General care (less interactive care) • Physical and medical care, unspecified care • Childcare-specific travel, organizing activities, making appointments • Recreational care • Talking to, reading to, and/or playing with a child • Educational care • Teaching, helping with homework

  11. EDUCATION GRADIENTS IN CHILDREN BASIC CARE Notes: Average minutes per day devoted to basic by educational attainment. The samples include all mothers 18-64 who are not students or retired co-resident with children. Source: UK- MTUS data.

  12. EDUCATION GRADIENTS IN RECREATIONAL CARE Notes: Average minutes per day devoted to recreational care by educational attainment. The samples include all mothers 18-64 who are not students or retired co-resident with children Source: MTUS data.

  13. EDUCATION GRADIENTS IN EDUCATIONAL CARE Notes: Average minutes per day devoted to educational care by educational attainment. The samples include all mothers 18-64 who are not students or retired co-resident with children. Source: MTUS data.

  14. EDUCATION GRADIENTS IN EDUCATIONAL CARE-FAMILIES WITH OLDER CHILDREN Notes: Average minutes per day devoted to educational care ( time helping with homework (main 29) by educational attainment. The samples include all mothers 18-64 who are not students or retired co-resident with children. Source: MTUS data.

  15. EDUCATION GRADIENTS IN EDUCATIONAL CARE-FAMILIES WITH YOUNGER CHILDREN Notes: Average minutes per day devoted to educational care ( time helping with homework (main 29) by educational attainment. The samples include all mothers 18-64 who are not students or retired co-resident with children. Source: MTUS data.

  16. CHILDREN’S EDUCATION GRADIENTS IN HOMEWORK AND STUDY Notes: Children’s average minutes per day devoted to Study and Homework by maternal educational attainment Source: MTUS data.

  17. Hypothesized explanation to our findings?Competition for University Places • Did the increase in parental time with children • Particularly for parents with post-secondary education • Particularly for educational-type activities • has anything to do with increases in competition for university places? • Did the increase in children’s time doing homework and studying • Particularly for children from more educated parents • has anything to do with increases in competition for university places?

  18. HIGHER EDUCATION ENROLMENT RATES AT ELITE UNIVERSITIES-ANCIENTUNIVERSITIES Notes:Ancient Universities are Oxford, Cambridge, St. Andrews, Glasgow, Aberdeen, Edingburg, all founded in the Middle Ages. Source: University Statistical Records microdata (1972-1993)

  19. HIGHER EDUCATION ENROLMENT RATES AT ELITE UNIVERSITIES (ANCIENTS & REDBRICK) Notes:Ancients are Oxford, Cambridge, St. Andrews, Glasgow, Aberdeen, Edingburg, all founded in the Middle Ages. Redbrick Universities are Birmingham, Liverpool, Manchester, Leeds, Shefield, Bristol, founded in the major industrial cities of England before World War I. Source: University Statistical Records Microdata (1972-1993)

  20. IMPLICATIONS FOR SOCIAL MOBILITY (I) • Parents with post-secondary education increased time investments compared to parents without post-secondary educated • Particularly during a period coinciding with increased competition for university places (since the mid 80s to the mid 90s) • At the end of the period- in a context of high competition for university places and substantial amount of time that parents spend with children- there are no differences in parental time for parents with and without a post-secondary education. However: • Parents with post-secondary education spent relatively more time in educational activities with children- driven by parents of older children • Children of more educated parents spend more time in educational activities themselves (doing homework and studying)

  21. Thanks!

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