American Sociological Review 76(6)

American Sociological Review, December 2011: Volume 76, Issue 6

Revisiting the Gender Gap in Time-Use Patterns: Multitasking and Well-Being among Mothers and Fathers in Dual-Earner Families
Shira Offer and Barbara Schneider

This study suggests that multitasking constitutes an important source of gender inequality, which can help explain previous findings that mothers feel more burdened and stressed than do fathers even when they have relatively similar workloads. Using data from the 500 Family Study, including surveys and the Experience Sampling Method, the study examines activities parents simultaneously engage in and how they feel when multitasking. We find that mothers spend 10 more hours a week multitasking compared to fathers and that these additional hours are mainly related to time spent on housework and childcare. For mothers, multitasking activities at home and in public are associated with an increase in negative emotions, stress, psychological distress, and work-family conflict. By contrast, fathers’ multitasking at home involves less housework and childcare and is not a negative experience. We also find several similarities by gender. Mothers’ and fathers’ multitasking in the company of a spouse or children are positive experiences, whereas multitasking at work, although associated with an increased sense of productivity, is perceived as a negative experience.

How Mothers and Fathers Share Childcare: A Cross-National Time-Use Comparison
Lyn Craig and Killian Mullan

In most families today, childcare remains divided unequally between fathers and mothers. Scholars argue that persistence of the gendered division of childcare is due to multiple causes, including values about gender and family, disparities in paid work, class, and social context. It is likely that all of these factors interact, but to date researchers have not explored such interactions. To address this gap, we analyze nationally representative time-use data from Australia, Denmark, France, and Italy. These countries have different employment patterns, social and family policies, and cultural attitudes toward parenting and gender equality. Using data from matched married couples, we conduct a cross-national study of mothers’ and fathers’ relative time in childcare, divided along dimensions of task (i.e., routine versus non-routine activities) and co-presence (i.e., caring for children together as a couple versus caring solo). Results show that mothers’ and fathers’ work arrangements and education relate modestly to shares of childcare, and this relationship differs across countries. We find cross-national variation in whether more equal shares result from the behavior of mothers, fathers, or both spouses. Results illustrate the relevance of social context in accentuating or minimizing the impact of individual- and household-level characteristics.

"I Need Help!" Social Class and Children's Help-Seeking in Elementary School
Jessica McCrory Calarco

What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children’s social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.

Social Environment, Genes, and Aggression: Evidence Supporting the Differential Susceptibility Perspective
Ronald L. Simons, Man Kit Lei, Steven R. H. Beach, Gene H. Brody, Robert A. Philibert, and Frederick X. Gibbons

Although gene by environment studies are typically based on the assumption that some individuals possess genetic variants that enhance their vulnerability to environmental adversity, the differential susceptibility perspective posits that these individuals are simply more susceptible to environmental influence than others. An important implication of this perspective is that individuals most vulnerable to adverse social environments are the same ones who reap the most benefit from environmental support. Using longitudinal data from a sample of several hundred African Americans, we found that relatively common variants of the dopamine receptor gene and the serotonin transporter gene interact with social conditions to predict aggression in a manner consonant with the differential susceptibility perspective. When social conditions were adverse, individuals with these genetic variants manifested more aggression than other genotypes, whereas when the environment was favorable they demonstrated less aggression than other genotypes. Furthermore, we found that these genetic variants interact with environmental conditions to foster schemas and emotions consistent with the differential susceptibility perspective and that a latent construct formed by these schemas and emotions mediates the gene by environment interaction on aggression.

The Enduring Association between Education and Mortality: The Role of Widening and Narrowing Disparities
Richard Miech, Fred Pampel, Jinyoung Kim, and Richard G. Rogers

This article examines how educational disparities in mortality emerge, grow, decline, and disappear across causes of death in the United States, and how these changes contribute to the enduring association between education and mortality over time. Focusing on adults age 40 to 64 years, we first examine the extent to which educational disparities in mortality persisted from 1989 to 2007. We then test the fundamental cause prediction that educational disparities in mortality persist, in part, by shifting to new health outcomes over time. We focus on the period from 1999 to 2007, when all causes of death were coded to the same classification system. Results indicate (1) substantial widening and narrowing of educational disparities in mortality across causes of death, (2) almost all causes of death with increasing mortality rates also had widening educational disparities, and (3) the total educational disparity in mortality would be about 25 percent smaller today if not for newly emergent and growing educational disparities since 1999. These results point to the theoretical and policy importance of identifying social forces that cause health disparities to widen over time.

Uncertainty and Fertility in a Generalized AIDS Epidemic
Jenny Trinitapoli and Sara Yeatman

Sociologists widely acknowledge that uncertainty matters for decision making, but they rarely measure it directly. In this article, we demonstrate the importance of theorizing about, measuring, and analyzing uncertainty as experienced by individuals. We adapt a novel probabilistic solicitation technique to measure personal uncertainty about HIV status in a high HIV prevalence area of southern Malawi. Using data from 2,000 young adults (ages 15 to 25 years), we demonstrate that uncertainty about HIV status is widespread and that it expands as young adults assess their proximate and distant futures. In conceptualizing HIV status as something more than sero-status itself, we gain insight into how what individuals know they don’t know influences their lives. Young people who are uncertain about their HIV status express desires to accelerate their childbearing relative to their counterparts who are certain they are uninfected. Our approach and findings show that personal uncertainty is a measurable and meaningful phenomenon that can illuminate much about individuals’ aspirations and behaviors.

Variance Function Regression in Hierarchical Age-Period-Cohort Models: Applications to the Study of Self-Reported Health
Hui Zheng, Yang Yang, and Kenneth C. Land

Two long-standing research problems of interest to sociologists are sources of variations in social inequalities and differential contributions of the temporal dimensions of age, time period, and cohort to variations in social phenomena. Recently, scholars have introduced a model called Variance Function Regression for the study of the former problem, and a model called Hierarchical Age-Period-Cohort regression has been developed for the study of the latter. This article presents an integration of these two models as a means to study the evolution of social inequalities along distinct temporal dimensions. We apply the integrated model to survey data on subjective health status. We find substantial age, period, and cohort effects, as well as gender differences, not only for the conditional mean of self-rated health (i.e., between-group disparities), but also for the variance in this mean (i.e., within-group disparities)—and it is detection of age, period, and cohort variations in the latter disparities that application of the integrated model permits. Net of effects of age and individual-level covariates, in recent decades, cohort differences in conditional means of self-rated health have been less important than period differences that cut across all cohorts. By contrast, cohort differences of variances in these conditional means have dominated period differences. In particular, post-baby boom birth cohorts show significant and increasing levels of within-group disparities. These findings illustrate how the integrated model provides a powerful framework through which to identify and study the evolution of variations in social inequalities across age, period, and cohort temporal dimensions. Accordingly, this model should be broadly applicable to the study of social inequality in many different substantive contexts.