Nonstandard maternal work schedules: Implications for African American children's early language outcomes

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Abstract

In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes.

Highlights

► Maternal nonstandard work schedule was negatively associated with children's expressive language. ► The negative association was mediated by maternal positive engagement and negative work–family spillover. ► There are complex links between mothers’ work environments and African American children's developmental outcomes.

Section snippets

African American women and employment

Ethnographic studies have consistently identified a strong work orientation among African Americans, particularly in the rural South (Hill, 1971, Thornton Dill, 1998). Historically, rates of employment among African American women with children under the age of 3 have surpassed the work rates of European American women with young children (Cohany & Sok, 2007) often due to greater economic need among African American families (Hill, 1971, McLoyd and Enchautegui-de-Jesus, 2005). However, the

Nonstandard work schedules and children's language outcomes

Researchers have only recently begun to explore how children's learning and language outcomes are associated with parents’ hours of employment. Most studies have consistently identified negative associations between maternal employment during nonstandard work hours and children's cognitive-related outcomes among more middle-income samples. Heymann (2000) found that having parents who worked evenings and nights put school-age children at risk of academic failure. Children whose parents worked

Parenting environment as a mediator of nonstandard schedules and children's language

The consequences of nonstandard work schedules may have their most direct implications for mothers’ ability to provide a sensitive and responsive parenting environment. Literature suggests that most adults who work nonstandard work hours suffer from sleep disturbances which contribute to physical exhaustion and emotional difficulties (Pilcher et al., 2000, Staines and Pleck, 1984). Thus, working outside of typical daytime hours is likely to increase fatigue, in turn, placing strains on family

Summary

The present study explored a meditational model of the association between maternal work schedules, factors associated with the parenting environment and children's early expressive language at 24 and 36 months of age within a sample of rural, mostly low-income African American families. Specifically, it was expected that maternal positive engagement and negative work–family spillover at 24 months, would mediate the association between mothers’ nonstandard work schedule and children's

Participants

These data come from the Family Life Project (FLP). The FLP is a representative sample of babies born to mothers who resided in one of six low-wealth rural counties in North Carolina and Pennsylvania over a one-year period, oversampling for African Americans in North Carolina and for poverty in both states. FLP is an ongoing, longitudinal study examining the implications of rurality, economic resources, and family relationships for young children's development. For one year, project recruiters

Descriptive

Table 1, Table 2 present the descriptive statistics and correlations for the variables included in the regression models and shows how maternal work, demographic characteristics, children's characteristics, and parenting factors differ as a function of standard and nonstandard shift schedules. Over one-third (38%) of the mothers worked nonstandard schedules when their child was 24 months old. Though all of the mothers in this sample were employed, on average they lived just above 150% poverty.

Discussion

This study demonstrates the value of utilizing an ecologically based model to explore the associations between maternal work schedules and children's early expressive language ability within a single ethnic group sample. The primary purpose of this study was to examine factors related to the parenting environment as mechanisms through which mothers’ work schedules shape children's expressive language outcomes among African American families. Although our design does not permit us to address

Acknowledgements

Support for this research was provided by the National Institute of Child Health and Human Development (PO1-HD-039667), with co-funding from the National Institute on Drug Abuse. The Family Life Project (FLP) Key Investigators include Lynne Vernon Feagans, Martha Cox, Clancy Blair, Peg Burchinal, Linda Burton, Keith Crnic, Ann Crouter, Patricia Garrett-Peters, Mark Greenberg, Stephanie Lanza, Roger Mills-Koonce, Debra Skinner, Emily Werner, and Michael Willoughby. The primary author also

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