Article2014

Do Highly Educated Women Choose Smaller Families?

132 citations0/0 files storedThe Economic Journal

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Gender, Labor, and Family Dynamics Family Dynamics and Relationships Work-Family Balance Challenges

Abstract

We present evidence that the cross‐sectional relationship between fertility and women’s education in the US has recently become U‐shaped. The number of hours women work has concurrently increased with their education. In our model, raising children and homemaking require parents’ time, which could be substituted by services such as childcare and housekeeping. By substituting their own time for market services to raise children and run their households, highly educated women are able to have more children and work longer hours. We find that the change in the relative cost of childcare accounts for the emergence of this new pattern.

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References

1965A Theory of the Allocation of Time 2008Trends in U.S. Wage Inequality: Revising the Revisionists 2015Integrated Public Use Microdata Series 1993The Gender Gap, Fertility, and Growth 2008Parental Education and Parental Time With Children 1976Leisure, Home Production and Work--The Theory of The Allocation of Time Revisited 1977Leisure, Home Production, and Work--the Theory of the Allocation of Time Revisited 2003Inequality and Growth: Why Differential Fertility Matters

Cited by

2011Spillovers from High-Skill Consumption to Low-Skill Labor Markets 2014International trade, the gender wage gap and female labor force participation 2023The economics of fertility: a new era 2015Differential Fertility, Human Capital, and Development 2015Comparative advantage, international trade, and fertility 2016Female education and its impact on fertility 2022The Positive Effect of Women’s Education on Fertility in Low-Fertility China

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