The impact of policy measures and coaching on the availability and accessibility of early child care: A longitudinal study

We conducted a study of changes in the availability, accessibility and enrolment of children from low‐income, single‐parent and ethnic minority families in early child care centres. The study was carried out in Brussels which offers unique possibilities to study accessibility in a context in which quality and costs are controlled across centres. A survey on access policies in 89 day care centres, and on 150 mothers regarding their search process, was complemented by two focus groups attended by centre directors. The results were compared with data from a similar study we conducted in 2005. The results show that while inequality in availability has remained, centre directors' awareness of social priority criteria has changed, resulting in a significant increase in the enrolment of children from single‐parent and ethnic minority families, and – to a lesser extent – an increase in the enrolment of children from low‐income families. The results support the hypothesis that policy measures, combined with support, can influence inequalities in enrolment rates.     

Family leaves, the FMLA and gender neutrality: The intersection of race and gender

Using nationally representative data on the employed, we assess the effects of gender as well as the intersection of race and gender on family leave taking post-FMLA. We find that White men are significantly less likely to take family leaves than White women and men and women of color. Although men across race are less likely to take leaves for newborns, they are almost as likely as women to take leaves for seriously ill children and parents and as likely to take leaves for spouses. Men, regardless of race, tend to take shorter leaves than women. Our results have important implications for the design of leave policy: the broadening of family leaves beyond parental leaves reduces inequality in likelihood of leave; the introduction of leaves for routine family demands probably does little to reduce gender inequality; unpaid leaves mandated by the FMLA may sustain inequality.     

‘You are not born being racist,are you?’ Discussing racism with primary aged-children

Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8–12?years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.     

Spouses in mixed-orientation marriage: a 20-year review of empirical studies

Empirical studies on mixed-orientation marriage in social science journals from 1988 to 2008 were reviewed. Fifteen articles published in eight peer-reviewed journals were identified and discussed in terms of sampling, design, measures, rigor, theoretical framework, and literature review. An overview of each study is provided along with a summary of critical findings. Implications and recommendations for future research and education are offered.     

Lone Parents and Informal Childcare: A Tax Credit Childcare Subsidy?

The Labour government aims to increase the lone parent employment rate to 70 per cent by 2010. To achieve this aim, it has introduced a state subsidy for childcare in the form of the childcare element of the Working Tax Credit. So far this has been limited to formal childcare despite evidence that lone parents are more likely to use informal childcare. This article investigates the potential of a state subsidy to be extended to support informal childcare. Utilizing evidence from a study of 78 qualitative in‐depth interviews with lone parents, it explores preferences for informal care and the way that informal care is negotiated. On the one hand, we found that some lone parents held deeply embedded preferences for informal childcare based on trust, commitment, shared understandings and children's happiness. Thus it can be concluded that it is important for the government to support informal as well as formal care. On the other, we found that the way lone parents actually negotiated informal childcare involved complex notions of obligation, duty and reciprocity, suggesting that a subsidy could potentially intrude upon complex private family relationships. However, the evidence suggests that care was negotiated differently depending on whether it was provided by a grandparent or other family and friends, with lone parents tending to favour paying for childcare provided by other family and friends than grandparents. This has implications for a state subsidy, which needs further investigation.