Revising Our Thinking about the Relationship between Maternal Labor Supply and Preschool

Autor/in	Fitzpatrick, Maria Donovan
Titel	Revising Our Thinking about the Relationship between Maternal Labor Supply and Preschool
Quelle	In: Journal of Human Resources, 47 (2012) 3, S.583-612 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-166X
Schlagwörter	Mothers; Labor Force; Labor Supply; Employed Women; Child Care; One Parent Family; Financial Support; Costs; Grants; Census Figures; Preschool Education; Kindergarten; School Entrance Age; Evidence; Public Schools + Suchen Sie Ihr Suchwort? Mother; Mutter; Labour force; Arbeitskraft; Erwerbsbevölkerung; Labour Supply; Arbeitskräfteangebot; 'Female employment; Women''s employment'; Frauenbeschäftigung; Kinderfürsorge; Kinderbetreuung; Single parent family; Ein-Eltern-Familie; Finanzielle Förderung; Cost; Kosten; Grant; Finanzielle Beihilfe; Volkszählung; Pre-school education; Vorschulerziehung; Einschulungsalter; Evidenz; Public school; Öffentliche Schule
Abstract	Many argue that childcare costs limit the labor supply of mothers, though existing evidence has been mixed. Using a child's eligibility for public kindergarten in a regression discontinuity instrumental variables framework, I estimate how use of a particular subsidy, public school, affects maternal labor supply. I find public school enrollment increases only the employment of single mothers without additional young children. I compare this result to previous work, focusing on striking increases in a similar setting but earlier period (Gelabch 2002). Differences in the population of mothers, labor supply, and patterns of lifecycle events likely drive the discrepancy in results. (Contains 10 tables and 16 footnotes.) (As Provided).
Anmerkungen	University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10