International perspectives on work-family policies: Lessons from the world's most competitive economies

Future of Children

Volumn 21, Issue 2, 2011, Pages 191-210

  Earle, Alison ^a   Mokomane, Zitha ^b   Heymann, Jody ^c  

^a NORTHEASTERN UNIVERSITY   (United States)

^b HUMAN SCIENCES RESEARCH COUNCIL   (South Africa)

^c MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD CARE; CHRONIC DISEASE; CULTURAL FACTOR; ECONOMIC ASPECT; FAMILY LEAVE; FEMALE; FORECASTING; HEALTH SERVICE; HUMAN; INFANT; JOB SATISFACTION; MALE; NEWBORN; ORGANIZATION AND MANAGEMENT; POLICY; PREGNANCY; PRESCHOOL CHILD; STATISTICS; UNEMPLOYMENT; UNITED STATES; WORK SCHEDULE; WORKPLACE;

CHILD; CHILD CARE; CHILD, PRESCHOOL; CHRONIC DISEASE; CROSS-CULTURAL COMPARISON; ECONOMIC COMPETITION; EFFICIENCY, ORGANIZATIONAL; FAMILY LEAVE; FEMALE; FORECASTING; HEALTH SERVICES NEEDS AND DEMAND; HUMANS; INFANT; INFANT, NEWBORN; JOB SATISFACTION; MALE; PREGNANCY; PUBLIC POLICY; UNEMPLOYMENT; UNITED STATES; WOMEN, WORKING; WORK SCHEDULE TOLERANCE; WORKPLACE;

EID: 84855544269     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2011.0014     Document Type: Article

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55. Wolman and others, "Emotional Well-Being among Adolescents with and without Chronic Conditions" (see note 16);
56. Hamlett, Pellegrini, and Katz, "Childhood Chronic Illness as a Family Stressor" (see note 16);
57. Stuart T. Hauser and others, "Adherence among Children and Adolescents with Insulin-Dependent Diabetes Mellitus over a Four-Year Longitudinal Follow-Up: II. Immediate and Long-Term Linkages with the Family Milieu," Journal of Pediatric Psychology 15, no. 4 (1990): 527-42;
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81. Jody Heymann, The Widening Gap: Why America's Working Families Are in Jeopardy and What Can Be Done about It (New York: Basic Books, 2000).
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84. Alison Earle and S. Jody Heymann, "What Causes Job Loss among Former Welfare Recipients? The Role of Family Health Problems," Journal of the American Medical Women's Association 57 (2002): 5-10.
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88. Timothy Z. Keith and others, "Does Parental Involvement Affect Eighth-Grade Student Achievement? Structural Analysis of National Data," School Psychology Review 22, no. 3 (1993): 474-76;
89. Paul G. Fehrmann, Timothy Z. Keith, and Thomas M. Reimers, "Home Influences on School Learning: Direct and Indirect Effects of Parental Involvement on High School Grades," Journal of Educational Research 80, no. 6 (1987): 330-37.
90. Leon Feinstein and James Symons, "Attainment in Secondary School," Oxford Economics Papers 51, no. 2 (1999): 300-21.
91. This study found that parental interest had a much stronger effect than either in-school factors such as teacher-student ratios or social factors such as the family's socioeconomic status and parental educational attainment.
92. See also Arthur J. Reynolds, "Comparing Measures of Parental Involvement and Their Effects on Academic Achievement," Early Childhood Research Quarterly 7, no. 3 (1992): 441-62;
93. James Griffith, "Relation of Parental Involvement, Empowerment, and School Traits to Student Academic Performance," Journal of Educational Research 90, no. 1 (1996): 33-41;
94. Sandra L. Christenson, Theresa Rounds, and Deborah Gorney, "Family Factors and Student Achievement: An Avenue to Increase Students' Success," School Psychology Quarterly 7, no. 3 (1992): 178-206;
95. Deborah L. Miller and Mary L. Kelley, "Interventions for Improving Homework Performance: A Critical Review," School Psychology Quarterly 6, no. 3 (1991): 174-85;
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97. John W. Fantuzzo, Gwendolyn Y. Davis, and Marika D. Ginsburg, "Effects of Parental Involvement in Isolation or in Combination with Peer Tutoring on Student Self-Concept and Mathematics Achievement," Journal of Educational Psychology 87, no. 2 (1995): 272-81;
98. Tracey Frigo and others, "Australian Young People, Their Families, and Post-School Plans" (Melbourne: Australian Council for Educational Research, 2007).
99. James P. Comer and Norris M. Haynes. "Parent Involvement in Schools: An Ecological Approach," Elementary School Journal 91, no. 3 (1991): 271-77;
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102. National Center for Education Statistics, "Father's Involvement in the Children's Schools," NCES 98-091 (U.S. Department of Education, 1997);
103. Christine Winquist Nord, DeeAnn Brimhall, and Jerry West, "Dads' Involvement in Their Kids' Schools," Education Digest 63, no. 7 (March 1998): 29-35;
104. Michael E. Lamb, "The Emergent American Father," in The Father's Role: Cross-Cultural Perspectives, edited by Michael E. Lamb (Hillsdale, NY: Lawrence Erlbaum Associates Publishers, 1987);
105. Rebecca Goldman, Fathers' Involvement in Their Children's Education (London: National Family and Parenting Institute, 2005).
106. Desforges and Abouchaar, "The Impact of Parental Involvement, Parental Support, and Family Education on Pupil Achievement and Adjustment" (see note 25);
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115. C. S. Benson, E. A. Medrich, and S. Buckley, "The New View of School Efficiency: Household Time Contributions to School Achievement," in School Finance Policies and Practices: 1980's Decade of Conflict, edited by James W. Guthrie (Cambridge, Mass.: Ballinger Publishers, 2005);
116. Reginald M. Clark, "Why Disadvantaged Students Succeed: What Happens Outside Schools' Critical Period," Public Welfare (Spring 1990): 17-23.
117. Joyce L. Epstein, "Parent Involvement: What Research Says to Administrators," Education in Urban Society 19, no. 2 (1987): 119-36;
118. Ray T. J. Wilks and Valerie A. Clarke, "Training versus Non-Training of Mothers as Home Reading Tutors," Perceptual and Motor Skills 67 (1988): 135-42;
119. United Nations Children's Fund (UNICEF), The State of the World's Children 2001 (New York: 2001);
120. R. Myers, The Twelve Who Survive: Strengthening Programmes of Early Childhood Development in the Third World (London and New York: Routledge in cooperation with UNESCO for the Consultative Group on Early Childhood Care and Development, 1992);
121. Linda P. Thurston and Kathy Dasta, "An Analysis of In-Home Parent Tutoring Procedures: Effects on Children's Academic Behavior at Home and in School and on Parents' Tutoring Behaviors," Remedial and Special Education 11, no. 4 (1990): 41-52.
122. Heymann, Toomey, and Furstenberg, "Working Parents" (see note 22);
123. Heymann, The Widening Gap (see note 22).
124. G. Roger King, "The Healthy Families Act: Safeguarding Americans' Livelihood, Families and Health with Paid Sick Days," Testimony before the U.S. Senate Committee on Health, Education, Labor, and Pensions, February 13, 2007.
125. Berger, Hill, and Waldfogel, "Maternity Leave, Early Maternal Employment and Child Health and Development in the U.S." (see note 2);
126. Susan Macran, Heather Joshi, and Shirley Dex, "Employment after Childbearing: A Survival Analysis," Work, Employment, and Society 10, no. 2 (1996): 273-96.
127. Edward Shepard and Thomas Clifton, "Are Longer Hours Reducing Productivity in Manufacturing?" International Journal of Manpower 21, no. 7 (2000): 540-52.
128. Defined as meeting six criteria: job autonomy, learning opportunities, decision making, involvement, coworker/supervisor support, and flexibility.
129. Ellen Galinksy, Sheila Eby, and Shanny Peer, "2008 Guilde to Bold New Ideas for Making Work Work from the 2007 Winners of the Alfred P. Sloan Awards for Business Excellence in Workplace Flexibility" (New York: Families and Work Institute, 2008) (http://familiesandwork.org/3w/boldideas.pdf).
130. For a full description of the adult labor database, see Jody Heymann and Alison Earle, Raising the Global Floor: Dismantling the Myth That We Can't Afford Good Working Conditions for Everyone (Stanford: Stanford University Press, 2010).
131. The World Economic Forum (WEF) is an international organization made up primarily of business leaders, as well as government officials and academic researchers. Its aims are to be "the foremost organization which builds and energizes leading global communities; the creative force shaping global, regional and industry strategies; [and] the catalyst of choice for its communities when undertaking global initiatives to improve the state the world." WEF primarily gathers together business leaders at summits, conferences, and meetings to discuss and develop solutions to global issues (www.weforum.org).
132. From 1987 to 2005 the WEF published the Growth Competitiveness Index, which ranked each nation according to its score on thirty-five variables that represent three conceptual areas: the macroeconomic environment, the quality of public institutions, and technology. Beginning with the 2006 report, this report was renamed the Global Competitiveness Index. The WEF reported rankings based on each nation's scores on more than ninety competitiveness indicators organized into nine areas: institutions; infrastructure; macroeconomy; health and primary education; higher education and training; market efficiency; technological readiness; business sophistication; and innovation. Many of the data used in the competitiveness reports are obtained through a global network of 104 research institutions and academics that partner and collaborate with WEF, as well as from a survey of 11,000 business leaders in 131 nations. The categories are weighted to account more accurately for levels of development in measuring each indicator's impact on competitiveness.
133. World Bank, World Development Indicators, "Labor Force, Total, 2009" (http://data.worldbank.org/indicator/SL.TLF.TOTL.IN?order=wbapi_data_value_2009+wbapi_data_value+wbapi_data_value-last&sort=asc).
134. China has no national standard, but leave is available in certain circumstances in some provinces.
135. The agreed definition of "unemployed" is working-age individuals who are not working and are available for and actively seeking work. The unemployment rate is then equal to the number of unemployed persons as a percentage of civilian employees, the self-employed, unpaid family workers, and the unemployed. For further information on the selection and development of this unemployment definition,
136. see Eurostat Internet site (http://europa.eu.int/comm/eurostat).
137. The original data from each individual country that are merged to create the OECD unemployment database are either "registered" unemployment from administrative data sources or are from national household surveys (for example, the U.S. Census Bureau's Current Population Survey). In the early 1990s almost all OECD nations agreed to use a common set of criteria for classifying individuals as "unemployed" based on common household survey information. The only variations that still exist are the age group included in the calculation of the unemployment rate and the definition of an "active" job search. Over the past two decades (the time period from which our data come), the consistency, quality, and comparability of the OECD data have increased. In addition to consensus on the definitions, data collection and processing methods have converged.