Abstract
Numerous time use studies consistently find that highly educated parents spend more time with their children and more time on developmental activities than do less educated parents. Nevertheless, few empirical studies have examined whether and how these inequalities in parental caring are related to children’s educational performance. This study aims to provide a more complete picture of how parental time spent with children is related to children’s educational performance than offered by prior studies. Unique couple-based time diaries from cohabiting/married couples in Denmark combined with register data on children’s final exams in ninth grade were used to examine different associations between parental time investment in children and children’s educational performance. The study shows a significant overall association between parental time spent on developmental care and children’s educational performance. Moreover, additional analyses reveal that this association is mainly driven by low socioeconomic status children who receive more than 20 minutes of developmental care daily.
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