COMPETITION FOR UNIVERSITY PLACES AND PARENTAL TIME INVESTMENTS: EVIDENCE FROM THE UNITED KINGDOM

Across the industrialized world college‐educated parents invest more time in their children relative to noncollege‐educated parents. Yet, the reason for the education gradient in parental time investments is not well understood. Using 24‐hour diary surveys since the 1970s we document an inverse U‐shape in the education gradient in the United Kingdom. Theories unfolding gradually and monotonically cannot easily explain this pattern. Using an exogenous increase in the number of students going on to university in the 1980s, we show that an alternative explanation based on competition for university places can explain the temporal and spatial variation in the education gradient. (JEL J13, J24)     

Does Culture Affect Divorce? Evidence From European Immigrants in the United States

This article explores the role of culture in determining divorce by examining country-of-origin differences in divorce rates of immigrants in the United States. Because childhood-arriving immigrants are all exposed to a common set of U.S. laws and institutions, we interpret relationships between their divorce tendencies and home-country divorce rates as evidence of the effect of culture. Our results are robust to controlling for several home-country variables, including average church attendance and gross domestic product (GDP). Moreover, specifications with country-of-origin fixed effects suggest that immigrants from countries with low divorce rates are especially less likely to be divorced if they reside among a large number of coethnics. Supplemental analyses indicate that divorce culture has a stronger impact on the divorce decisions of females than of males, pointing to a potentially gendered nature of divorce taboos.     

Leisure Inequality in the United States: 1965–2003

This article exploits the complex sequential structure of the diary data in the American Heritage Time Use Study (AHTUS) and constructs three classes of indicators that capture the quality of leisure (pure leisure, co-present leisure, and leisure fragmentation) to show that the relative growth in leisure time enjoyed by low-educated individuals documented in previous studies has been accompanied by a relative decrease in the quality of that leisure time. These results are not driven by any single leisure activity, such as time spent watching television. Our findings may offer a more comprehensive picture of inequality in the United States and provide a basis for weighing the relative decline in earnings and consumption for the less-educated against the simultaneous relative growth of leisure.