Maternal Employment and Children's Achievement in Context: A Meta-Analysis of Four Decades of Research

Autor/inn/en	Goldberg, Wendy A.; Prause, JoAnn; Lucas-Thompson, Rachel; Himsel, Amy
Titel	Maternal Employment and Children's Achievement in Context: A Meta-Analysis of Four Decades of Research
Quelle	In: Psychological Bulletin, 134 (2008) 1, S.77-108 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2909
Schlagwörter	Intelligence; Employment; Academic Achievement; Effect Size; Social Environment; Meta Analysis; Educational Research; Employed Parents; Mothers; Parent Influence; Achievement Tests; Cognitive Ability; Grades (Scholastic); Teacher Attitudes; Employed Women + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Dienstverhältnis; Schulleistung; Soziales Umfeld; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Mother; Mutter; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Notenspiegel; Lehrerverhalten; 'Female employment; Women''s employment'; Frauenbeschäftigung
Abstract	This meta-analysis of 68 studies (770 effect sizes) used random effects models to examine whether children's achievement differed depending on whether their mothers were employed. Four achievement outcomes were emphasized: formal tests of achievement and intellectual functioning, grades, and teacher ratings of cognitive competence. When all employment was compared with non-employment for combined and separate achievement outcomes without moderators, effects were non-significant. Small beneficial effects of part-time compared with full-time employment were apparent for all achievement outcomes combined and for each individual achievement outcome. Significant sample-level moderators of the associations between maternal employment and achievement for all outcomes combined included family structure, race/ethnicity, and socioeconomic status; associations were positive when samples were majority 1-parent families and mixed 1- and 2-parent families, racially/ethnically diverse or international in composition, and not middle-upper class. Analyses of child gender indicated more positive effects for girls. Children's age was a significant moderator for the outcome of intellectual functioning. The identification of sample-level moderators of the relationship between maternal employment and children's achievement highlights the importance of social context in understanding work-family linkages. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10