Cordero Coma, JuliaEsping-Andersen, GostaJAI Press2024-04-062024-04-062018Cordero-Coma, J., & Esping-Andersen, G. (2018). Parental time dedication and children’s education. An analysis of West Germany. Research in Social Stratification and Mobility, 55, 1-12. https://doi.org/10.1016/J.RSSM.2018.03.0060276-562410.1016/j.rssm.2018.03.006https://hdl.handle.net/20.500.14352/102798This work was supported by the European Research Council [Advanced Grant number: 269387] Referencias bibliográficas: • Ai, C., Norton, E.C., Interaction terms in logit and probit models. Economics Letters 80:1 (2003), 123–129. • Becker, G., A treatise on the family. 1981, Harvard University Press, Cambridge, MA. • Becker, B., How often do you play with your child? The influence of parents’ cultural capital on the frequency of familial activities from age three to six. European Early Childhood Education Research Journal 22:1 (2014), 4–13. • Belsky, J., Developmental risk (still) associated with early child care. 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Demography 39:2 (2002), 369–392. • Waldfogel, J., What children need. 2006, Harvard University Press, Cambridge, Mass. • Waldfogel, J., How important is parental time? It depends: Comment on Milkie, Nomaguchi, and Denny (2015). Journal of Marriage and Family 78:1 (2016), 266–269. • Wooldridge, J.M., Introductory econometrics: A modern approach. 2nd ed., 2002, South Western Educational Publishing, US. • Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Gormley, W., Ludwig, J., et al. Investing in our future: The evidence base on preschool education. 2013, Society for Research in Child Development, Ann Arbor, MI.Parental time dedication in childhood, at least of certain kinds, has been observed to be positive for children's cognitive and emotional development. We examine two underexplored issues: a) the effect of time inputs in early childhood on later educational achievement (at age 17) and b) effect differences by parents’ level of education. We use data from the German Socioeconomic Panel and analyze a sample of 1141 individuals born between 1983 and 1997. Models with and without family fixed-effects are estimated. We find, firstly, that the parenting effect primarily derives from maternal involvement. Secondly, maternal time dedication (at age 4–5) increases the likelihood of attending the prestigious Gymnasium track for children of highly educated mothers. For children of less educated mothers the amount of maternal time in child care makes no substantial difference in Gymnasium attendance. Thirdly, a long-time investment by highly educated mothers is particularly influential when it occurs in early childhood. Finally, the effect of maternal dedication does not vary with mother's employment status.engAttribution-NonCommercial-NoDerivatives 4.0 Internationaljournal articlehttps://www.sciencedirect.com/journal/research-in-social-stratification-and-mobilityhttps://produccioncientifica.ucm.es/documentos/609c1e191aec1f036bb1871fhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85044123744&origin=resultslisthttps://www.sciencedirect.com/science/article/pii/S0276562416301834?via%3Dihubhttps://scholar.google.com/scholar_lookup?title=Parental+time+dedication+and+children%27s+education.+An+analysis+of+West+Germany&author=Cordero-Coma%2C+J.&author=Esping-Andersen%2C+G.&publication_year=2018&journal=Research+in+Social+Stratification+and+Mobility&volume=55&issue=&pages=1-12&doi=10.1016/J.RSSM.2018.03.006&issn=0276-5624&hl=esopen access316347.63ParentingTime dedicationChild outcomesEducational attainmentSociología63 Sociología