Twenty-five books a day: Literacy events in subsidized childcare

The purpose of this case study was to investigate a segment of a data set collected as part of a larger ethnographic study exploring the early language and literacy practices of one unique preschool programme, selected for its unusually high outcomes for children in typically underserved populations. The original study explored administrators’ literacy leadership within the context of system-level funding and oversight inequities and inadequate local, state, and federal support. Analysis from the original study showed that their lofty commitment to a ‘twenty-five books a day’ mindset guided them in supporting teachers as they made books, stories, and language play a universal occurrence throughout the school day. This article, reporting on an extension of this original study, explores how school administrators operationalized this ‘twenty-five books a day’ mindset: prioritizing ample and consistent (1) access to high quality, diverse books, (2) both structured and impromptu, responsive literacy interactions, and (3) professional support for teachers.

Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory

Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.

Investing in subsidized childcare to reduce poverty

Expanding childcare is often considered as a suitable way to enhance employment opportunities for mothers with young children as well as to reduce child poverty. In this study, the authors critically investigate this assertion by simulating a set of scenarios of increasing subsidized childcare slots and mothers’ employment. For a variety of European welfare states, the impact on poverty and on the government’s budget is estimated using the European microsimulation model EUROMOD. The findings suggest that to achieve significant poverty reductions among young children, both additional childcare slots and increased mothers’ employment should be well targeted. The expenditures for additional childcare slots can to a large extent be recovered by the government receipts generated by the additional employment; however, there appears to be a trade-off between the extra revenue that can be generated and the extent of poverty reduction.

HAVING A SECOND CHILD AND ACCESS TO CHILDCARE: EVIDENCE FROM EUROPEAN COUNTRIES

This paper shows that differences in fertility across European countries mainly emerge due to fewer women having two children in low-fertility countries. It further suggests that childcare services are an important determinant for the transition to a second child to occur. The theoretical framework we propose suggests that (i) in countries where childcare coverage is low, there is a U-shaped relationship between a couple’s probability of having a second child and the woman’s potential wage, whereas (ii) in countries with easy access to childcare, this probability is positively related with the woman’s potential wage. Data from the European Union Statistics on Income and Living Conditions (EU-SILC) confirm these implications when estimating a woman’s probability of having a second child as a function of education. This implies that middle-income women are the most affected ones by the lack of access to formal and subsidized childcare.