The Willingness to Pay for Job Amenities: Evidence from Mothers' Return to Work

This study is the first to estimate mother's marginal willingness to pay (MWP) for job amenities directly. Its identification strategy relies on German maternity leave length. The key aspect of the maternal leave framework is that mothers can decide whether and when to return to their guaranteed job. Thus, in contrast to previous studies that analyze the job search of employed workers, this framework allows us to overcome the limitation of not observing the wage/amenity offer process. A theoretical model of the leave length decision is derived from a random utility approach. Using data from the German Socio-Economic Panel and the Qualification and Career Survey, this model is estimated by a discrete duration method. The MWP for amenities can be inferred through the estimated elasticities of the leave length with respect to the amenities and the wage. The results provide evidence that mothers are willing to sacrifice a significant fraction of their wage to reduce hazards (22%) and to enjoy a flexible working schedule (36-56%)

Desarrollo infantil en uruguay : una aproximación a sus determinantes

Por último, el estudio efectuado por Katzkowicz y Querejeta (2017) también analiza el efecto de la asistencia escolar en el desarrollo infantil y muestra que la asistencia a centros educativos tiene efectos positivos en las distintas dimensiones del test ASQ-3, los cuales son más pronunciados para los niños pertenecientes a los quintiles de ingresos más altos. A partir de la estrategia empírica utilizada, se observa, en términos generales, qué características de los niños, características socioeconómicas del hogar, variables referentes a las madres durante el embarazo, variables respecto a los recién nacidos y prácticas de crianza, tienen un efecto positivo en los indicadores de ASQ-3 y CBCL para las distintas olas, y al considerar la varia-ción entre olas.The analysis of child development has become extremely important in recent years because of the influence it has throughout people's life cycle. This paper aims to provide evidence on the situation of early childhood in Uruguay by analyzing its characteristics and determinants. In order to carry out this study, a characterization of early childhood is conducted and different econometric models are applied to evaluate the determinants of child development. For this purpose, the ASQ-3 and CBCL tests collected by the National Child Development and Health Survey are used. In general terms, the characteristics of children and socioeconomic characteristics of households, variables referring to mothers during pregnancy and to newborns, and child-rearing practices have a positive effect on development. Early childhood policies are fundamental to contributing to adequate child development

A question of fit:cultural and individual differences in interpersonal justice perceptions

This study examined the link between employees’ adult attachment orientations and perceptions of line managers’ interpersonal justice behaviors, and the moderating effect of national culture (collectivism). Participants from countries categorized as low collectivistic (N = 205) and high collectivistic (N = 136) completed an online survey. Attachment anxiety and avoidance were negatively related to interpersonal justice perceptions. Cultural differences did not moderate the effects of avoidance. However, the relationship between attachment anxiety and interpersonal justice was non-significant in the Southern Asia (more collectivistic) cultural cluster. Our findings indicate the importance of ‘fit’ between cultural relational values and individual attachment orientations in shaping interpersonal justice perceptions, and highlight the need for more non-western organizational justice research

Early Birds in Day Care: The Social Gradient in Starting Day Care and Children's Non-Cognitive Skills

In recent years, almost all children below school age in Western industrialized countries have some experience of attending day care institutions. However, the age at which children enter day care and therefore the overall time spent in day carevaries substantially. We investigate the potential impact of later day care entry on the social and emotional behaviour of children, one important aspect of non-cognitive skills. Based on the English sample of the Millennium Cohort Study, we analyse the effects on children's development at the age of five and seven, using propensity score techniques. We find clear evidence of effects on children's development at the age of seven: Later day care entry increases children's peer-problems and reduces prosocial behaviour. We find that boys with low educated mothers and from families with a household income below the poverty line are most strongly affected

Moving to an Earnings-Related Parental Leave System Do Heterogeneous Effects on Parents Make Some Children Worse Off?

Can moving to an earnings-related parental leave system influence children s well-being and are heterogeneous effects on parents carried over to the entire family, making special groups of children worse off than others? To answer this question, this study exploits a large and unanticipated parental leave reform in Germany as a natural experiment. By replacing a means-tested by an earnings-related system the reform affected different groups of families to a variable extent. I find significant negative effects on newborns personality, while 2-3-year-old children improve their basic life skills and language skills. The first effect is especially pronounced in families who would be subject to a non-positive change in the overall benefit amount compared to the pre-reform situation, the second one is rather driven by those coming out as the reform s winners

Teaching Implicit Leadership Theories to develop leaders and leadership – How and why it can make a difference

Implicit leadership theories (ILTs) are lay images of leadership, which are individually and socially determined. We discuss how teaching ILTs contributes to developing leaders and leaderships by raising self- and social awareness for the contexts in which leadership takes place. We present and discuss a drawing exercise to illustrate different ILTs and discuss the implications for leaders and leadership, with a particular focus on how leaders claim, and are granted, leader identities in groups

A Step in a New Direction? The Effect of the Parent's Money Reform of 2007 on Employment Rates of Mothers in Germany

Increasing maternal employment rates engage policies and people for decades. It is pushed but also questioned at the same time depending on whether women are regarded in first line as mothers or workers. In Germany, the male breadwinner model is traditionally favored. The parent's money reform of 2007 is regarded as a first step towards the dual earner - dual carer model by some scholars. Compared to previous reform, it introduced a shorter time span of receiving a child-raising benefit, a higher benefit and two additional months extending the reference period if both parents participate in child raising. This paper addresses the question what is the effect of the parent's money reform of 2007 on maternal employment rates? Using the SOEP, an ex-post impact evaluation with difference-in-difference estimator and propensity score matching is done to investigate causal effects of the reform on the employment rates of mothers. The results reveal that the mothers giving birth under the new reform start significantly earlier working than mothers bearing a child under the old reform, but the number of working mothers did not increase. This observation results in the conclusion that the parent's money reform did not fulfill its role as a driver towards a shift the dual earner - dual carer model. Future policies should have an explicit holistic approach to improve the reconciliation of work and family life

Quantity and quality of childcare and children’s educational outcomes

Policy-makers wanting to support child development can choose to adjust the quantity or quality of publicly funded universal pre-school. To assess the impact of such changes, we estimate the effects of an increase in free pre-school education in England of about 3.5 months at age 3 on children’s school achievement at age 5. We exploit date-of-birth discontinuities that create variation in the length and starting age of free pre-school using administrative school records linked to nursery characteristics. Estimated effects are small overall, but the impact of the additional term is substantially larger in settings with the highest inspection quality rating but not in settings with highly qualified staff. Estimated effects fade out by age 7