Work for home, school, or labor force: The nature and sources of changes in understanding.

Bowes, Jennifer; Goodnow, Jacqueline J.

doi:10.1037/0033-2909.119.2.300

Cited by 32 publications

(25 citation statements)

References 122 publications

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“…The cued recall procedure was designed to limit definitional problems, memory demands, and social desirability pressures that may affect global self-reports of housework participation (Larson & Verma, 1999). We focused on four stereotypically feminine tasks (cooking, doing dishes, doing laundry, and cleaning the house) and a self-care task (cleaning one’s own room), given that these tasks are frequently performed by youth on a daily or almost daily basis (Bowes & Goodnow, 1996; Coltrane, 2000; Telzer & Fuligni, 2009a). Youth’s reports were summed across the five tasks and seven calls.…”

Section: Methodsmentioning

confidence: 99%

Housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.

Lam¹,

Greene²,

McHale³

2016

Developmental Psychology

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The developmental course, family correlates, and adjustment implications of youth housework participation from age 8–18 were examined. Mothers, fathers, and two siblings from 201 European American families provided questionnaire and/or daily diary data on six occasions across 7 years. Multilevel modeling within an accelerated longitudinal design revealed that girls spent more time on housework than did boys but that housework time of both girls and boys increased from middle childhood to mid-adolescence and leveled off thereafter. In years when mothers were employed for more hours than usual, girls, but not boys, spent more time on housework than usual. Housework time was linked to more depressive symptoms (at a between-person level) and predicted lower school grades (at a within-person level) for youth with low familism values. Housework time also predicted more depressive symptoms (at a within-person level) for youth with high parent-youth conflict about housework. Findings highlight the gendered nature of housework allocation and the importance of considering both individual and contextual factors when examining youth daily activities.

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Section: Methodsmentioning

confidence: 99%

Housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.

Lam¹,

Greene²,

McHale³

2016

Developmental Psychology

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“…It may be that children of egalitarian parents build efficacy in nontraditional areas through cognitive rehearsal of the tasks that they have observed their role models completing. In fact, when boys are asked to perform household tasks their fathers report as inappropriate for males, these boys approach the task with stress and apprehension (Bowes and Goodnow 1996). This suggests that these boys have built very little perceived efficacy for such a task.…”

Section: Occupational Aspirationsmentioning

confidence: 97%

Individual Differences in Children’s Occupational Aspirations as a Function of Parental Traditionality

Fulcher

2010

Sex Roles

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The current study was designed to test the application of the social-cognitive theory of gender development in predicting the traditionality of children's occupational aspirations (Bussey and Bandura 1999). Of primary interest was the influence of children's efficacy for nontraditional tasks on their occupational aspirations. Participants were 150 children and their mothers from the southern United States. Mothers reported their gendered attitudes, their perception of their children's skills, and their family's division of paid and unpaid labor. Children reported their occupational aspirations and efficacy for traditional and nontraditional skills, occupations, and school topics. Mothers who reported nontraditional attitudes had children with nontraditional occupational aspirations. This association was mediated by children's efficacy for nontraditional tasks, indicating some support for the social-cognitive theory.

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“…Children may not be expected to do family household work because of widespread ideas that individuals should fix only the problems that they create; it is considered unfair to ask children to do work caused by others [Goodnow, 1998;Goodnow, Bowes, Warton, Dawes, & Taylor, 1991;Thomson, 2007]. They seldom contribute household work on their own initiative; their involvement is usually based on parents' delegation and requests, often accompanied by struggles, negotiations, and contractual rewards contingent on the performance of chores [Bowes & Goodnow, 1996;Goodnow & Delaney, 1989;Klein & Goodwin, 2013;Ochs & Izquierdo, 2009;Warton & Goodnow, 1995]. Assignment of chores is often thought to help develop responsibility; children may be paid for chores to socialize them into the economic world [Klein et al, 2009;Mortimer, Dennehy, Lee, & Finch, 1994;Ochs & Izquierdo, 2009].…”

Section: Children's Family Work In Us and Australian Middle-class Commentioning

confidence: 99%

Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico

et al. 2014

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This article addresses cultural differences in children's initiative in helping in their home. Many 6- to 8-year-old children from an Indigenous-heritage community in Guadalajara, Mexico, were reported to engage, on their own initiative, in complex work for the benefit of the whole family (such as tending younger siblings, cooking, or running errands). In contrast, few children from a cosmopolitan community in Guadalajara, in which families had extensive experience with Western schooling and associated practices, were reported to contribute to family household work, and seldom on their own initiative. They were more often reported to be involved in activities managed by adults, and to have limited time to play, compared with the children in the Indigenous-heritage community, who were often reported to have plenty of time for free play and often planned and initiated their own after-school activities. The differences in children's contributions on their own initiative support the idea that children in some Indigenous American communities have opportunities and are expected and allowed to learn with initiative by observing and pitching in to collaborative endeavors of their families and communities.

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Work for home, school, or labor force: The nature and sources of changes in understanding.

Cited by 32 publications

References 122 publications

Housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.

Housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.

Individual Differences in Children’s Occupational Aspirations as a Function of Parental Traditionality

Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico

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