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Recent decades have seen increases in parents' time with children and their endorsement of time‐intensive parenting, but little is known about adolescents' attitudes regarding the time that parents in general (i.e., not their own parents specifically) spend with children. We analyze separate attitudinal measures of fathers' time and mothers' time with children using data from the eighth and tenth grade Monitoring the Future surveys for 1991 to 2019. Overall, the majority of adolescents agree that most fathers and mothers, but especially fathers, should spend more time with their children than they do. Black girls are the most likely to agree that fathers and mothers should spend more time with their children while white boys are the least likely. The largest increases in agreement that fathers and mothers should spend more time with their children are found for white girls. Exploring parental education and mother's employment as potential mechanisms for these trends, we find that attitudes about the time most fathers and mothers should spend with children have converged across parental education levels and maternal employment statuses over the years of our study. [ABSTRACT FROM AUTHOR]

Educational expectations have increased over time, with greater increases among young women than men, yet research focused on expectations for post-baccalaureate degrees is limited. We investigate young men's and women's plans to attend graduate or professional school using Monitoring the Future data from 12th graders for 1976 to 2019, focusing on how academic performance and work and family values may be associated with post-baccalaureate expectations. We find that young women's expectations for graduate or professional school began to exceed young men's in the early 1990s and continued to do so afterward, although expectations for post-baccalaureate schooling declined some in recent years, especially among young men. Results also indicate that the gender gap over time is driven partially by more young women than men with B or lower average grades holding post-baccalaureate expectations. Work values may foster these high expectations, especially for lower-achieving young women. Finally, we examine whether post-baccalaureate expectations translate into higher attainments, and results suggest that higher-achieving students are better positioned to meet their post-baccalaureate expectations. Collectively, our findings suggest that sociocultural factors promoting women's participation in the public sphere may encourage some young women to form high-level expectations that they are not academically equipped to meet. [ABSTRACT FROM AUTHOR]

Drawing upon work effort and gendered organizations perspectives and using data from the Current Population Survey, we examine how family structure types (i.e., combinations of marital and parental statuses) shape within- and between-gender variation in the earnings of highly educated men and women working in STEM and non-STEM occupations. We find that STEM and non-STEM women earn premia for marriage and for motherhood if they are married, with higher family-related premia for STEM women. Analysis of married men and women by specific STEM category reveals the largest parenthood premium is for women in engineering. Yet, STEM men and non-STEM men generally earn more than their counterpart women, with the largest between-gender wage difference for married parents in non-STEM occupations. Taken together, these findings provide a mixed picture of movement towards gender equality in work organizations. [ABSTRACT FROM AUTHOR]

We investigate whether adherence to dominant masculine norms and choice of college major are related among undergraduate men in the United States. Our results indicate that men's level of conformity to certain masculine norms is associated with their postsecondary field of study. In particular, we find men's adherence to the masculine norm of emotional control is associated negatively with selecting majors from such academic fields as clinical and health sciences or arts and humanities compared to science, technology, engineering, and mathematics (STEM) and doctoral-track medicine (e.g., pre-medicine and pre-dentistry). Conformity to the masculine norm to focus on work is related negatively to choosing a major in arts and humanities or communication and media fields compared to STEM and doctoral-track medicine fields. These results suggest ways that dominant social norms about masculinity may contribute to gender segregation of postsecondary fields of study. [ABSTRACT FROM AUTHOR]

Objectives: We investigate how different types of high school romantic involvement are associated with women's and men's patterns of college enrollment (four‐year college, two‐year college, and no enrollment). Methods: We analyze restricted‐access longitudinal data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) using multinomial logistic regression. Results: Controlling for baseline educational, romantic, sociodemographic, and family context variables, results show gender‐specific associations between romantic involvement and college enrollment. For women, negative associations between romantic involvement and four‐year enrollment dissipate after accounting for changes in grade point average and educational and marital expectations. However, a negative association between women's casual dating with sex and two‐year enrollment persists, after controlling for these factors. In contrast, casual dating with and without sex is associated with higher likelihood of men's four‐year enrollment accounting for these covariates. Conclusions: Our findings provide directions for future research on associations between gender, adolescent romance, and educational transitions. [ABSTRACT FROM AUTHOR]

We investigate associations between adherence to femininity and choice of college major using a sample of university women in the United States. Our results indicate that general conformity to feminine norms is related to postsecondary field of study. With background factors controlled, general conformity to feminine norms is associated negatively with women’s odds of choosing STEM and doctoral-track medicine majors, as well as arts and humanities majors, relative to other fields of study. Our multivariate results also indicate that level of conformity to specific feminine norms, including norms for being relationship-oriented, caring for children, and being domestic, is related to postsecondary field of study, especially for choosing a major in arts and humanities, business, and communication and journalism. Taken together, our findings suggest that cultural norms about femininity contribute to ongoing gender segregation of academic fields of study. [ABSTRACT FROM AUTHOR]

The speeches of birth control pioneer Margaret Sanger have received scant attention. This article examines the contraceptive rhetoric in Sanger's speeches to international and US audiences. Drawing from scholarship on epistemic communities and the politicization of women's bodies, it uses rhetorical analysis to identify the thematic elements of these speeches. It finds that Sanger's rhetoric in her internationally delivered speeches mostly located the act of contraception at national and international levels, rather than at individual or family levels. Additionally, Sanger's contraceptive rhetoric in the United States created bodies in search of creative fulfillment, while her nomUS rhetoric worked largely to construct bodies in pursuit of civic responsibility. The epistemic community backing Sanger privileged and legitimized her rhetoric, helping to construct women--especially women outside the United States--as nationalistic entities and global citizens through whom the successful adoption of contraception equated with a better nation and a more peaceful world. The article underscores how rhetoric, backed by an epistemic community, operates as a powerful tool for constructing gendered political and civic bodies. [ABSTRACT FROM AUTHOR]