Gender Disparities in Increased Parenting Time During the COVID-19 Pandemic: A Research Note.

Public health measures aimed at curbing the transmission of COVID-19 increased parenting responsibilities during the early stages of the pandemic. This research note examines time-use data from the American Time Use Surveys to provide several fresh insights as to how mothers took on a disproportionate share of this responsibility compared to fathers during this period. First, the gender gap in total parenting time narrowed by 18%.

Concentrated Poverty in U.S. Schools and Adolescents' Risk of Being Overweight.

The economic segregation of U.S. schools undermines the academic performance of students, particularly students from low-income families who are often concentrated in high-poverty schools.

Trends in Mothers' Parenting Time by Education and Work From 2003 to 2017.

Scholars have been increasingly concerned about the rise in "intensive mothering" and its implications for the well-being of children and women and for inequality more broadly. These concerns, however, reflect a key assumption: that socioeconomic disparities in mothers' parenting time observed in earlier eras have continued to grow. Using the American Time Use Survey (ATUS) from 2003-2005 and 2015-2017 (n = 13,755), we test this assumption by examining whether maternal education gaps in active time spent with children have persisted across the 2000s.

Mothers' Out-of-Sequence Postsecondary Education and Their Health and Health Behaviors.

Ample research suggests that the links between higher education and heath are robust and growing in strength. This research, however, tends to assume education was completed prior to assuming other adult roles. Importantly, the life course framework raises the question of whether "out-of-sequence" college completion conveys similar health returns.

Doing it All? Mothers' College Enrollment, Time Use, and Affective Well-being.

The rising share of women in college with dependent children and growing emphasis on two-generation policies for reducing socioeconomic inequality have galvanized research aimed at determining whether mothers' increased education can improve their and their children's well-being. Yet as part of this effort, scholars have overlooked signs that mothers' college enrollment may not be unequivocally good for families. This research brief aims to bring greater attention to this "side of the story.

Can Increased Educational Attainment Among Lower-Educated Mothers Reduce Inequalities in Children's Skill Development?

A rich tradition of stratification research has established a robust link between mothers' education and the skills in children that forecast children's own mobility. Yet, this research has failed to consider that many U.S.

Health-Related Parenting among U.S. Families and Young Children's Physical Health.

Parenting is a constellation of behaviors, yet investigations of the link between parenting and children's health typically focus on singular behaviors. Thus, patterns of health-related parenting among U.S.

Exploring New Life Course Patterns of Mother's Continuing Secondary and College Education.

A mounting body of evidence suggests that the life course sequence that once defined contemporary U.S. women's lives is changing as an increasing number of women now complete their education after the transition to motherhood.

Early child care and illness among preschoolers.

The majority of young American children regularly spend time in nonparental care settings. Such arrangements are associated with their experiences of common childhood illnesses. Why this linkage exists, how it varies across the socioeconomic spectrum, and whether it has implications for how parents arrange care are all important theoretical and policy issues.

Multigenerational: Households and the School Readiness of Children Born to Unmarried Mothers.

Following the ongoing increase in nonmarital fertility, policy makers have looked for ways to limit the disadvantages faced by children of unmarried mothers. Recent initiatives included marriage promotion and welfare-to-work programs. Yet policy might also consider the promotion of three generational households.

Children's early child care and their mothers' later involvement with schools.

Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care.

Mothers' depression and educational attainment and their children's academic trajectories.

In this study, we take a dynamic approach to studying the connections among mothers' education, their depression, and their children's academic trajectories during elementary school. Applying latent growth curve modeling to longitudinal data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development (N = 1,012), we find that maternal depression does not mediate the association between mothers' education and children's achievement. Instead, maternal education moderates the association between maternal depression and children's achievement.

Maternal Education, Early Child Care and the Reproduction of Advantage.

The social and human capital that educational attainment provides women enables them to better navigate their children's passages through school. In this study, we examine a key mechanism in this intergenerational process: mothers' selection of early child care. Analyses of the NICHD Study of Early Child Care and Youth Development revealed that maternal education was positively associated with configurations of child-care characteristics (i.