Abstract
Using data from the Panel Study of Income Dynamics we explore the relationship between current and early maternal occupational complexity and preadolescent children’s academic achievement in mathematics and reading. We measure white-collar occupational complexity with an index that incorporates task complexity, authority, and autonomy. Blue-collar occupational complexity is observed with a measure of task complexity with things. Controlling for differential selection into employment, we find that current maternal occupational complexity has positive associations with reading and mathematics scores for children, with stronger associations for sons. We find mixed associations between early maternal employment and children’s academic achievement, suggesting that the influence of early maternal employment on child development declines as children age.
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