Transitions in Work and Family Arrangements: Mothers' Employment Conditions, Children's Experiences, and Child Outcomes

Objective: This study examines the convergence of employment behaviour and work-life balance of foreign-born women with those of native-born Spanish women between 2014 and 2018. Background: The changing role of women in the labour market is a central development of the past century. However, the study of female labour market participation has focused on native women, typically with a college education. Method: We use the Spanish Labour Force Survey and its 2018 ad hoc module on the reconciliation of work and family life to compare the working behaviours of native and migrant women. We use a matching algorithm to construct a sample of native workers with comparable human capital and living arrangement characteristics. Results: The segmentation of the Spanish labour market leads to the concentration of female immigrants in specific occupational niches with precarious employment conditions, regardless of the length of their stay in the country. The country’s employment and care regime forces female migrants to deal with their care responsibilities differently than their native counterparts: i.e., migrants are more likely than natives to interrupt their employment to fulfil household duties, and are less likely to engage in part-time work and to outsource care provision to family and professional caregivers. Conclusion: Female immigrants are doubly penalised as both immigrants and mothers.

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Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00118 ◽

2020 ◽

Vol 63 (6) ◽

pp. 1947-1957

Author(s):

Alexandra Hollo ◽

Johanna L. Staubitz ◽

Jason C. Chow

Keyword(s):

Special Education Teachers ◽

Generalizability Theory ◽

Child Outcomes ◽

Elementary Classrooms ◽

Teacher Talk ◽

Group Instruction ◽

Data Set ◽

School Year ◽

Minimum Number ◽

Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

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