Dataset Information

Trends in Work-Family Context among U.S. Women by Education Level, 1976 to 2011.

ABSTRACT: This study compares trends in work-family context by education level from 1976 to 2011 among U.S. women. The major aim is to assess whether differences in work-family context by education level widened, narrowed, or persisted. We used data from the 1976-2011 March Current Population Surveys on women aged 25-64 (n=1,597,914). We compare trends in four work-family forms by education level within three race/ethnic groups. The work-family forms reflect combinations of marital and employment status among women with children at home. Trends in the four work-family forms exhibited substantial heterogeneity by education and race/ethnicity. Educational differences in the work-family forms widened mainly among white women. Compared with more-educated peers, white women without a high school credential became increasingly less likely to be married, to be employed, to have children at home, and to combine these roles. In contrast, educational differences in the work-family forms generally narrowed among black women and were directionally mixed among Hispanic women. Only one form-unmarried and employed with children at home-became more strongly linked to a woman's education level within all three race/ethnic groups. This form carries an elevated risk of work-family conflict and its prevalence increased moderately during the 35-year period. Taken together, the trends underscore recent calls to elevate work-family policy on the national agenda.

SUBMITTER: Montez JK

PROVIDER: S-EPMC5215053 | biostudies-literature | 2014 Oct

REPOSITORIES: biostudies-literature

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Trends in Work-Family Context among U.S. Women by Education Level, 1976 to 2011.

Montez Jennifer Karas JK Sabbath Erika E Glymour M Maria MM Berkman Lisa F LF

Population research and policy review 20131210 5

This study compares trends in work-family context by education level from 1976 to 2011 among U.S. women. The major aim is to assess whether differences in work-family context by education level widened, narrowed, or persisted. We used data from the 1976-2011 March Current Population Surveys on women aged 25-64 (n=1,597,914). We compare trends in four work-family forms by education level within three race/ethnic groups. The work-family forms reflect combinations of marital and employment status a ...[more]

PMID: 28066092

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Project description:The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011-2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80-1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75-2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

Project description:ObjectivesSeveral studies report socioeconomic differences in work stress, where people in lower socioeconomic positions (SEP) are more likely to experience this burden. In the current study, we analyse associations between education and work stress in a large sample of workers from 16 European countries. In addition we explore whether distinct national labour market policies are related to smaller inequalities in work stress according to educational attainment.MethodsWe use data collected in 2010/11 in two comparative studies ('Survey of Health, Ageing and Retirement in Europe' and the 'English Longitudinal Study of Ageing'; N = 13695), with samples of men and women aged 50 to 64 from 16 European countries. We measure highest educational degree according to the international standard classification of education (ISCED) and assess work stress in terms of the demand-control and the effort-reward imbalance model. National labour market policies are measured on the basis of policy indicators which are divided into (1) 'protective' policies offering financial compensation to those excluded from the labour market (e.g. replacement rate), and (2) 'integrative' policies supporting disadvantaged individuals on the labour market (e.g. investments into active labour market policies or possibilities for further qualification in later life). In addition to country-specific analyses, we estimate multilevel models and test for interactions between the indicators of national policies and individual education.ResultsMain findings demonstrate consistent associations between lower education and higher levels of work stress in all countries. The strength of this association, however, varies across countries and is comparatively small in countries offering pronounced 'integrative' policies, in terms of high investments into measures of an active labor market policy and high participation rates in lifelong learning activities.ConclusionsOur results point to different types of policies that may help to reduce educational differences in work stress, in particular policies supporting those who are disadvantaged on the labour market.

Dataset Information

Trends in Work-Family Context among U.S. Women by Education Level, 1976 to 2011.

Publications

Trends in Work-Family Context among U.S. Women by Education Level, 1976 to 2011.

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