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Children, Parental Employment and Educational Attainment: An English Case Study

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  • O'Brien, Margaret
  • Jones, Deborah
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    Abstract

    Using survey and time-use diary data from a local English case study, this paper examines the interplay of family life and educational attainment from a child's perspective. In this working-class community, positive educational outcomes for children were associated with material well-being, educational aspirations, maternal praise and parental employment patterns. Children performed best when mothers were in employment, but the gains were less strong when both parents worked in full-time jobs. The study contributes to unravelling the processes of social capital accumulation at a household level and shows the active role played by both children and parents in the intergenerational transmission of educational advantage and disadvantage. Copyright 1999 by Oxford University Press.

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    Bibliographic Info

    Article provided by Oxford University Press in its journal Cambridge Journal of Economics.

    Volume (Year): 23 (1999)
    Issue (Month): 5 (September)
    Pages: 599-621

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    Handle: RePEc:oup:cambje:v:23:y:1999:i:5:p:599-621

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    Cited by:
    1. Künn-Nelen, Annemarie & de Grip, Andries & Fouarge, Didier, 2013. "The Relation between Maternal Work Hours and Cognitive Outcomes of Young School-Aged Children," IZA Discussion Papers 7310, Institute for the Study of Labor (IZA).
    2. Cardoso, Ana Rute & Fontainha, Elsa & Monfardini, Chiara, 2008. "Children and Parents Time Use: Empirical Evidence on Investment in Human Capital in France, Italy and Germany," IZA Discussion Papers 3815, Institute for the Study of Labor (IZA).
    3. Kan, Kamhon & Tsai, Wei-Der, 2005. "Parenting practices and children's education outcomes," Economics of Education Review, Elsevier, vol. 24(1), pages 29-43, February.
    4. Jo Sparkes, 1999. "Schools, Education and Social Exclusion," CASE Papers 029, Centre for Analysis of Social Exclusion, LSE.

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