Objective: Parenthood wage gaps are mapped over the life course for white, Black and Hispanic men and women by the number of children in the US.
Background: For white women, research indicates that motherhood penalties only persist over the life course if they have three or more children. It is unknown how stable parenthood wage gaps are for fathers and mothers of other racial backgrounds.
Methods: Age-specific parenthood wage gaps from ages 20-45 are estimated using data from the 1979 and 1997 National Longitudinal Studies of Youth (NLSY79 and NLSY97) and fixed effects models.
Results: Only white women with three or more children suffer an adjusted motherhood penalty at age 45. For Black and Hispanic mothers, penalties are concentrated around age 30 and then attenuate irrespective of the number of children. Fatherhood premiums are confined to very early adulthood for white men.
Conclusions: Parenthood wage gaps are concentrated in brief periods of the life course. Enduring penalties only occur for white mothers with many children and signify white women’s advantage compared to women of color in two respects: 1) the penalty occurs relative to high earnings of childless white women, which are unattainable for childless women of color, and 2) white mothers with many children enjoy higher household incomes compared to their Black and Hispanic peers, which decreases the economic pressure to earn own income.
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Which privileges and constraints do members of differently empowered groups face when combining work and family? Using data from the National Longitudinal Survey of Youth (NLSY79), we analyze intersectional inequalities in work and family life courses at the intersection of gender and race. We focus on work-family life courses of black and white men and women from an intersectional quantitative life course perspective. Results from recent techniques in sequence analysis show a weak link between work and family lives for white men. They typically have the privilege of possibility to combine any type of family life course with any type of work career. In contrast, family formation processes tend to constrain work careers and vice versa for other groups at the intersection of gender and race. We contribute to the literature by showing the privilege of possibilities for white men and specific constraints that black and white women, and black men face when combining family and work life. Among others, findings also highlight a sizeable group of resourceful black single mothers, who hold stable middle class jobs. They often go unnoticed in previous research with a deficit orientation on a group of black early single mothers who muddle through precarious instable careers and welfare dependence that we also find in our study.
The DAISIE project explores the gendered impacts of policies and practices aimed at extending working life (EWL) in five contrasting national settings (the Czech Republic, Ireland, Sweden, Switzerland and the UK), using a mixed methods research design inspired by insights from life-course and gender studies. The project addresses two significant and timely issues: labour market participation in later life and the influence of labour market and family trajectories on the experiences of older workers in different national and occupational contexts.
This report explores the issue of extending working life in the Swedish context. It begins by discussing the Swedish gender equality politics, which follows by a presentation of the pension system, pension trends and obstacles against an extended working life. The processes towards an extended working life illustrates the difficulties in implementing gender equality in practice. In the Swedish debate on raised retirement age, older women’s and men’s equal opportunity to work into old age is not identified as a core issue, although this is an essential goal of the general gender equality policy in Sweden. Nor has the gender segregated labour market been emphasised to any great extent, despite being at the heart of gender inequalities in terms of wages, pensions and sick leave and parental leave. It is further shown that the argument for an extended working life is mainly based on demographic statistics and economic arguments about the sustainability of the Swedish welfare and pension systems, while organisational factors, such as ageism and age norms in work organisations have not highlighted as a real obstacle to older people’s participation in working life. Finally, it is argued that the Swedish gender equality project also has to include the older age groups and that the question of extended working life is an example of contemporary gender equality issues.
This paper presents and discusses four different approaches to the study of how individuals’ income and education during adulthood are related to their family background. The most well-known approach, intergenerational mobility, describes how parents’ and offspring’s income or education are related to each other. The intergenerational-effect literature addresses the question how an intervention that changes parental income or education causally affects their children’s outcome. The sibling-correlation approach estimates the share of total inequality that is attributed to factors shared by siblings. This share is generally substantially higher than what is revealed by intergenerational mobility estimates. Finally, the equality-of-opportunity approach is looking for a set of factors, in the family background and otherwise, that are important for children’s outcomes and that children cannot be held accountable for. We argue that all four approaches are most informative and that recent research has provided insightful results. However, by comparing results from the different approaches, it is possible to paint a more nuanced picture of the role of family background. Thus, we recommend that scholars working in the four subfields pay more attention to each other’s research.
Individuals exposed to both job loss and marital dissolution are likely to be highly disadvantaged, having experienced stresses and losses in the two primary domains of life. Moreover, recent literature finds that exposure to one event tends to increase the risk of the other. However, next to nothing is known about the size or composition – or changes therein – of the divorced/separated and unemployed (DSU) subpopulation. Using large, nationally representative, repeated cross-sectional datasets extending back to 1984, we aim to fill this gap for the UK. We give a descriptive account of the prevalence and social distribution of DSU, and of the cross-sectional association between its two component states: among which groups, by education and gender, does being either divorced/separated or unemployed most strongly imply a heightened risk of also being the other, and how has this changed over time? We find stable and strong educational inequality in DSU, while the gender gap has narrowed and recently closed. The association between the two states is stronger among men; has weakened strikingly over the time period we consider, for both men and, especially, women; and is educationally stratified among men but not women. Contrary to expectations, higher-educated men in one of the two states are most likely to also be in the other. Possible explanations and further questions are discussed. In particular, we highlight the possibility that over this time period the divorced/separated have become more like the general population, rather than a negatively selected subgroup among whom unemployment is a particular risk.
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In this report, we provide an overview of tracking, that is the choice of the type of secondary school, in Italy. First, we describe the structure of the Italian education system and its main reforms. We detail broad and curricular tracking both between and within schools. We focus on upper secondary school, since in Italy the school tracks branch at this node. Second, we use the Italian Household Longitudinal Study (IHLS) data to illustrate both the trends in educational attainment and the educational trajectories for four birth cohorts (1927-47, 1948-57, 1958-67 and 1968-77). Third, we report the pattern of association between tracking and social inequality for the 1958-67 birth cohort. Specifically, we show that parental education and social class of origin are strongly correlated to track placement. Moreover, the choice of upper secondary school is associated to the final educational attainment and the position in the labor market at occupational maturity. Furthermore, tracking mediates almost half of the association between social background and educational and labor market outcomes.
This report reviews the key modes of creating social dispersion in the German educational system by sorting students into distinct groups based on performance or choice. It describes the basic structure of the German educational system and the specific modes of sorting at the different stages of education from early childhood education and care until tertiary education, building on country-specific literature, administrative documents and official data. It places a specific focus on secondary schooling, where formal tracking is most prevalent. The report is complemented by descriptive analyses for the birth cohorts 1970-1980 in West Germany based on data from the National Educational Panel Study, Starting Cohort 6. It describes their educational pathways, the role of social origin in track placement, the long-term consequences of tracking, and its contribution to long-term social inequality. Findings based on new data covering detailed educational biographies show that the three different tracks lead to different educational and vocational trajectories; at the same time, there are manifold ways to reach similar attainment and to upgrade previous certificates. Parental resources (in terms of education or occupational class) are strongly associated with track placement. While students’ track location at different ages increases its importance in predicting educational outcomes, occupational measures are found to be less sensitive to respondents’ track location. This is especially true for unemployment and earnings. Finally, track placement at the beginning of lower secondary education accounts from on third to half of the difference in educational and labour market attainment due to social background and subsequent track mobility further mediates social background differences. A next step will be to investigate to which extent the effect of track placement is due to individuals’ self-selection into tracks.
This paper provides an overview of tracking policies in secondary education in France. Drawing on two large datasets on educational trajectories and labour-market outcomes, it identifies patterns of social inequalities associated with track allocation in secondary education. It assesses the long-term consequences of track assignment and its mediating role in the association between social origin and occupational outcomes. Results confirm the large association between social origin and track allocation on the one hand, and between track attainment and higher education and labour-market outcomes at occupational maturity on the other hand. We also find that track attainment accounts for a large share of the association between social origin, measured either by parental education or by social class, and outcomes at occupational maturity. These results highlight the importance of tracking policies for social stratification in the French context.
This report gives a brief overview of educational tracking and sorting in the Finnish educational system. In Finland, students are divided into different tracks relatively late even though between and within-school tracking exists at all educational levels in some forms. In this report, we present descriptive empirical analyses of long-term consequences of educational tracking by social origin using full population Finnish register data. According to our analyses, parental education and parental social class are associated with track choice at upper secondary and tertiary education. Track choice at upper secondary education is also associated with several outcomes at occupational maturity, such as final educational attainment, social class, earnings and unemployment. Track choice at tertiary education partly explains these associations but the coefficients remain statistically significant in most of the cases. Furthermore, our decomposition analyses show a direct effect of social origin on outcomes at occupational maturity which is not explained by track choice at upper secondary and tertiary education.
This report provides an overview and brief literature review of the English education system and the relevant educational reforms in relation to educational tracking and sorting. We employ the term ‘tracking’ when referring to formal educational differentiation, while ‘sorting’ refers to informal educational differentiation. The main objective is to provide a descriptive empirical analysis that identifies the long-term consequences of educational tracking and sorting on educational and occupational attainment. We also explore to what extent educational tracking/sorting characteristics mediate the relationship between social class of origin and destination. We use the 1970 British Cohort Study (BCS70) to provide empirical evidence for a mature cohort, mainly focusing on the role of school type and attaining a degree from a prestigious university as the main forms of educational tracking and sorting.