Education and Work-Family Conflict: Explanations, Contingencies and Mental Health Consequences

Abstract

Using data from a representative sample of American workers, we examine the association between education and work-family conflict—a form of inter-role conflict in which role pressures from each domain are incompatible in some way. The well-educated tend to occupy professional jobs with more income and pressures, and experience more work-family role blurring activities. These conditions contribute to greater conflict among the well-educated. In addition, people with less than a high school degree report more conflict because of their experience in precarious work with variable shifts. Finally, work-family conflict is associated with distress — but less so among those with the highest and lowest education. We discuss the theoretical relevance of these findings for views about social status, stress exposure, and their implications for mental health.

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