Daytime dads and do-it-all dads: Understanding lead-dad families

One of the factors that perpetuates gender inequality is the inequitable division of household labor, and particularly the division of childcare labor. Even when women are employed outside the home, many remain primarily responsible for household duties and childcare. There is little research on the household division of labor and childcare in lead-dad households. I use the term “lead dad” to refer to a father, with or without an outside job, who takes primary responsibility for the household and children. This research explores how different lead-dad households operate, examining how two types of lead-dad households handle childcare and household chores, and what this means for the mother's domestic workload. From interviews with married or cohabitating heterosexual parents of children under five where fathers do most of the childcare, I find that lead-dad households come in two forms: some dads do-it-all and some do not (daytime dads). The key difference between do-it-all dads and daytime dads is that do-it-all dads take care of almost all household chores and childcare. Meanwhile, daytime dads' primary focus is on taking care of the kids while mom is at work. However, even in households where dads “do it all,” moms are still heavily involved in the cognitive labor required to operate a household (e.g., planning playdates and scheduling summer camps). These findings have important implications for the study of the household division of labor and parenting expectations of mothers and fathers, exemplifying how gendered expectations do not necessarily swap when lead-parent roles are reversed.     

Relationship between childbirth and access to postsecondary education among young women ageing out of foster care

Early childbirth is common among young women ageing out of foster care and may impede their educational progress. However, few studies have explored access to postsecondary education among young mothers who have been in foster care. The present study used data from a large, national sample of young people in foster care (National Youth in Transition Database, NYTD) to examine the link between early childbirth and young women's access to postsecondary education between ages 19 and 21, controlling for an array of covariates. The study sample included 2,207 young women who had completed a high school diploma or GED by age 19 and who participated in three NYTD interviews at ages 17, 19 and 21. Childbirth between ages 19 and 21 was linked to decreased access to postsecondary education. However, no relationship was found between access to postsecondary education and childbirth by age 17 or childbirth between ages 17 and 19. Implications for policy, practice and research are discussed.     

Factors influencing Aboriginal and Torres Strait Islander women’s breastfeeding practice: A scoping narrative review

BackgroundThe nutritional and health benefits of breastfeeding for infants and young children are well-established however rates of breastfeeding initiation and duration for Aboriginal and Torres Strait Islander children are lower than non-Indigenous children.AimTo describe factors influencing breastfeeding practice amongst Aboriginal and Torres Strait Islander women.MethodsA scoping narrative review was conducted using the Joanna Briggs Institute framework. A search was conducted in four online databases (PubMed, Scopus, ANU SuperSearch, and Science Direct). Findings were analysed using [30] narrative synthesis.FindingsThis review included 9 journal articles, a conference summary and a book. This review identified four factors influencing women’s breastfeeding practice; sources of support, culturally appropriate care, intention to breastfeed and social determinants.ConclusionMultiple social determinants resulting from colonization have interrupted traditional infant feeding practices and women’s sources of support. Although Aboriginal and Torres Strait Islander women have strong intention to breastfeed, their breastfeeding outcomes are impacted by lack of pro-breastfeeding support when encountering breastfeeding challenges as well as norms surrounding the use of infant formula milk. Culturally appropriate care is essential for identifying women’s needs and avoiding stereotyping. Further research is needed to investigate the effectiveness of breastfeeding interventions for this group of women.