Scholarlink

<p>Combining economists’ insights on time poverty and the care economy with research on early childhood development, we examine the association between parents’ time spent engaging in educational child care and state-level work hours requirements for childcare assistance subsidies. Using American Time Use Survey Data from 2008 to 2022, descriptive econometric models suggest that Black women living in states with a minimum work hours requirement for childcare subsidy access spend less time in educational care compared to those who do not. Across several robustness checks, this result holds, while results among parents of other race and gender groups are not statistically significant. Ultimately, these results suggest that opportunities to engage in active, educational care of children is stratified by race and class. Given how important these types of interactions are for early childhood development, we posit that childcare subsidy policies have disparate effects based on race, which may ultimately lead to disparate outcomes for Black children and mothers.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Is there Time to Teach our Kids? Race, Gender, and Work Requirements for Childcare Subsidies

  • 期刊论文

  • 发表日期：

    2026年5月22日

查看全文
  • Sarah F. Small,
  • Yazgı Genç,
  • Teresa Perry,
  • Hanna Farra

摘要

Combining economists’ insights on time poverty and the care economy with research on early childhood development, we examine the association between parents’ time spent engaging in educational child care and state-level work hours requirements for childcare assistance subsidies. Using American Time Use Survey Data from 2008 to 2022, descriptive econometric models suggest that Black women living in states with a minimum work hours requirement for childcare subsidy access spend less time in educational care compared to those who do not. Across several robustness checks, this result holds, while results among parents of other race and gender groups are not statistically significant. Ultimately, these results suggest that opportunities to engage in active, educational care of children is stratified by race and class. Given how important these types of interactions are for early childhood development, we posit that childcare subsidy policies have disparate effects based on race, which may ultimately lead to disparate outcomes for Black children and mothers.