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ERIC Number: ED560409
Record Type: Non-Journal
Publication Date: 2015-Aug-6
Pages: 6
Abstractor: ERIC
Reference Count: N/A
Parents' Non-Standard Work Schedules Make Adequate Childrearing Difficult: Reforming Labor Market Practices Can Improve Children's Cognitive and Behavioral Outcomes. Issue Brief #400
Morsy, Leila; Rothstein, Richard
Economic Policy Institute
Recent developments in employment practices have increased the prevalence of non-standard work schedules--non-daytime shifts in which most hours do not fall between 8 a.m. and 4 p.m., when shifts rotate, or when schedules vary weekly or otherwise. For example, computer software now enables retail, restaurant, service, and other firms to predict hourly customer demand and delivery schedules with precision, encouraging employers to create "just-in-time" schedules in which workers are called in or sent home on short notice. By preventing many parents from adequately caring for their children, such practices adversely affect child and adolescent development. This issue brief examines evidence on the prevalence of unpredictable and non-standard work schedules, and on how such schedules impair children's development. It concludes by proposing policy solutions. Key findings include: (1) Non-standard schedules are more common among black workers and less-educated workers, and also among mothers who are low-income, younger, and have spent more years as single parents; (2) Young children and adolescents of parents working unpredictable schedules or outside standard daytime working hours are more likely to have inferior cognitive and behavioral outcomes; and (3) Policy changes should create disincentives to schedule work in ways that impede employees' ability to care for their children. A list of endnotes and references is included.
Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Nellie Mae Education Foundation
Authoring Institution: Economic Policy Institute