Envisioning Working Parenthood: Research Results and Classroom Applications

Envisioning Working Parenthood: Research Results and Classroom Applications

Robin Lightner, University of Cincinnati

Karyn McKenzie, Georgetown College

Paper presented at the 29th Annual International Lilly Conference on College TeachingNovember, 2009; Miami, OH.

1. Advising Students-- Affects women’s major/career choice-- Produces concern-- Job search consideration (for both)

2. Students have few models –no schema3. Some students already parents4. View instructors as role models5. Relevant to course content for some6. Personally important concern

Why ‘Working Parenthood’ at a teaching conference?

Research on Students’ Beliefs

• Student preference for both partners scaling back or arranging scheduling

• Lower preferences for “supermom” scenario, outsourcing, and role reversal arrangements

• Career commitment was related to higher beliefs in role-sharing and less traditional sex roles

– Deutsch et al. 2007Journal of Marriage & Family

Students’ Beliefs Cont’d• Female students rated their beliefs about

motherhood and being a college-student (explicit attitudes)

• They completed the Implicit Attitude Test (implicit attitudes)

– Devos et al. 2007Self & Identity

Students’ Beliefs Cont’d

• Explicit identification = college-student• Implicit identification = motherhood

– Devos et al. 2007Self & Identity

Students’ Beliefs Cont’d

• Students rated scenarios of a mother staying at home or going back to school after baby was born (also varied satisfaction w/ plan)

• Mothers returning at 6 months were rated as more cold-hearted, arrogant-calculating, and less warm than S@H mothers

• Satisfied S@H mothers were rated as more nurturing

– Mottarella et al., 2009 Sex Roles

This Research • Extend our research from last year

• Check on the level of concern of our students

• Examine personality correlates with positive attitudes toward work-life balance

• Find suggestions and ways to support informed planning

Answer these: 1. For most working parents I know, the child care and household work is done ____% by the mother and ____% by the father.

2. Working while parenting is by nature very stressful. 1 (strongly disagree) 2 3 4 5 (strongly agree)

3. I will find (have found) a very satisfying work/life balance. 1 (strongly disagree) 2 3 4 5 (strongly agree)

4. Most parents I know achieve a very satisfying work, family balance.1 (strongly disagree) 2 3 4 5 (strongly agree)

5. Young adults should consider parenting while making career decisions.1 (strongly disagree) 2 3 4 5 (strongly agree)

Survey

010203040506070

% o

f res

pond

ents

For most parents I know, day-to-day childcare is:

20082009

Survey Findings– 62% agree that “Most parents I know achieve a

very satisfying work, family balance.”

– 67% agree that “Parenting while both parents work is by nature very stressful.”

– 80% agree that “I will find a very satisfying work and parenting balance.”

– 69% agree that “Young adults should consider parenting when making career decisions.

What type of students are the most concerned about

work/family balance?

2008 Personality Correlates• Confidence in finding balance

– Lower current stress– Better coping skills– Optimism– Conscientiousness

• There are benefits to Mothers working– Lower current stress– Conscientiousness– Low perfectionism

Self-handicappingCreating or portraying obstacles to your

own success

Self-handicapping examples• Public and Private• Pandocrin/Actovil study• In sports• Obesity• Alcoholism• Sports• Others?

Self-handicapping findings• Fathers participation in childcare in most

families I know, r(98) = -.19, p = .06.

• “I will find a satisfying work/family balance,” r(98) = -.21, p = .04.

• Time management, r(100) = -.51, p = .00.

• Rumination, r(100) = .32, p = .001.

RuminationOver-thinking creates depression

Rumination findings• My own career path has been affected by or

will be affected by parenting, r(98) = -.20, p < .05.

• Benefits of motherhood employment, r(100) = .28, p = .01.

• Fear of negative evaluations, r(100) = .31, p = .002.

RuminationSuggestions for reducing

1) Thought stopping2) Worry hours3) Meditation4) Journaling5) Counseling6) Social support

Fear of Negative Evaluation• “Shy” versus “Quiet” • Avoidant Personality dis

order • Schizoid Personality

disorder

Fear of Negative Evaluation Findings

• Father participation in childcare, r(98) = -.26, p < .01.

• “Most parents I know have a very satisfying work/family balance,” r(98) = .20, p < .05.

Hardiness

1) Commitment2) Control 3) Challenge

(Kobasa, 1979)

Hardiness findings• Predicts finding benefits of

motherhood, r(100) = .40, p = .00.

• Related to knowing dads who help, r(98) = .20, p < .05.

• Related to finding a work environment to accommodate family and I will achieve a satisfying balance, r’s = .24 and .21, p’s < .04.

Helping our students1. Forum for discussion and consideration

--Important for BOTH male and female students

--Emphasize importance in partner selection

--Give quiz (handout)

2. Career path information about A and B careers, describe off-ramps and on-ramps

3. Examples of professional role models

4. Positive descriptions of working parenthood

Helping our Students Cont’d

5. Cultivate skills/traits

• Negotiation skills, esp. for women

• Time management

• Confidence in coping ability

• Self-handicapping in school

(habit may transfer)

• Strategies for ruminators

Helping our Students Cont’d

6. Clarify media misconceptions relevant to your field

• Day care studies and headlines

• Child Development misconceptions

• Delaying fertility

What can you do for students who are concerned about

work/family balance?