The Motherhood Penalty at Midlife: Long‐Term Effects of Children on Women's Careers

The authors build on prior research on the motherhood wage penalty to examine whether the career penalties faced by mothers change over the life course. They broaden the focus beyond wages to also consider labor force participation and occupational status and use data from the National Longitudinal Survey of Young Women to model the changing impact of motherhood as women age from their 20s to their 50s (n = 4,730). They found that motherhood is “costly” to women's careers, but the effects on all 3 labor force outcomes attenuate at older ages. Children reduce women's labor force participation, but this effect is strongest when women are younger and is eliminated by the 40s and 50s. Mothers also seem able to regain ground in terms of occupational status. The wage penalty for having children varies by parity, persisting across the life course only for women who have 3 or more children.     

Trends in Spouses’ Shared Time in the United States, 1965–2012

Despite major demographic changes over the past 50 years and strong evidence that time spent with a spouse is important for marriages, we know very little about how time with a spouse has changed—or not—in the United States. Using time diary data from 1965–2012, we examine trends in couples’ shared time in the United States during a period of major changes in American marriages and families. We find that couples without children spent more total time together and time alone together in 2012 than they did in 1965, with total time and time alone together both peaking in 1975. For parents, time spent together increased between 1965 and 2012, most dramatically for time spent with a spouse and children. Decomposition analyses show that changes in behavior rather than changing demographics explain these trends, and we find that the increases in couples’ shared time are primarily concentrated in leisure activities.     

FINDING SYNERGY BETWEEN DECISION SUPPORT SYSTEMS AND EXPERT SYSTEMS RESEARCH

This article examines the potential for synergy between decision support systems (DSS) and expert systems research. Three predominant research traditions in DSS (applications, design, and technology) are examined and used as a basis to identify ways in which expert systems and DSS research interrelate. A range of emerging trends in DSS research that focus on these commonalities is discussed.     

Curriculum requirements and subsequent civic engagement: is there a difference between ‘forced’ and ‘free’ community service?

Despite figures showing the growth of mandatory community service programmes, there is mixed empirical evidence of their effectiveness. This paper addresses the relationship of mandated community service to one of its purported aims: subsequent volunteerism. It compares current volunteerism among four university student cohorts: those doing no service in secondary school, those volunteering with no requirement, those volunteering both before and after the introduction of a requirement, and those introduced to service through a requirement. The analysis indicates that (1) students who were introduced to service through a mandated programme exhibit current levels of engagement no greater than non‐volunteers; (2) this relationship stems largely from the different service experiences of our four cohorts and relates to the fact that service satisfaction and duration, as well as background variables account for current levels of civic engagement. The findings suggest that mandatory service programmes might well be failing the very population they seek to target, particularly in weaker, less structured programmes.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

An Investigation into the People-Sequential Heuristic Method of Group Formation

This study investigates the people-sequential heuristic method of group formation as proposed by Beheshtian-Ardekani and Mahmood [2] and examined by Muller [9]. Responding to Muller's call for continued research on this topic, we first replicate the seven hypothesis investigations presented in that study and then consider several additional hypotheses designed to more fully examine the value of the process to the group members themselves. The results of this study indicate that the balanced groups assignment method is not effective as a sole means of increasing learning or satisfaction with the project. Of the twelve hypothesized relationships, which, if supported, would favor the use of balanced groups over randomly assigned groups, only one was supported. These findings and their relationship to group learning theory are discussed.     

Cultural issues and the menopause

Culture is a rather amorphous concept yet has a huge impact on our attitudes to diet, lifestyle, religion, sexuality and, via its influence on society, attitudes to education and health care. The midlife is a time of emotional and hormonal upheaval for any woman so defining the effects on culture on her response is challenging. Much depends on the value she places on her fertility and sexuality together with her own goals and aspirations, yet these are also influenced by culture. Very few traditional cultures survive in isolation for comparison. Shifting populations mean counter influences and transitional societies can be ambivalent. Emigrants and refugees transplanted into a different environment may struggle with the concept of acculturation. In time, all cultures evolve regardless. Finally, there may be biological and hormonal differences between races. This article seeks to place these different forces into context.     

Trends in old-age functioning and disability in Japan, 1993-2002

Disability is a burden to individuals and society. Population ageing, combined with the fact that disability is most common among the elderly, has focused attention on trends in old-age disability. This study estimates trends in functioning and disability among Japanese elderly from 1993 to 2002 and contrasts the patterns with those found in the USA. Japan is an especially interesting country because its age structure is relatively old, and it currently has the highest life expectancy in the world despite the fact that just 50 years ago its life expectancy was in the bottom half of all countries. As in the USA, disability rates have fallen. If it were not for the gains in disability between 1993 and 2002, there would have been 1.1 million more disabled elderly in 2002. The reductions were experienced broadly across socio-demographic and economic groups. Increases in education across cohorts are associated with the declines in disability.