| The educational development level at the adolescent stage not only plays an important role in the individual's final education and occupational status,but also has a profound impact on the sustainable development of the national economy and society.Since in the early stage of education acquisition and development research,most women only assumed the role of a single housewife,and there were very few occupational women,the research usually assumes that women's socio-economic differences are not as important as men's.Therefore,for a long time,even though existing studies have conducted a detailed overview of family-level factors that affect children's educational development,the role of women's occupational status factors in children's educational development has not attracted enough attention.It should be noted that in the past two decades,profound socio-economic changes have continued to affect women's employment status and development trend,and women's occupational structure in the socio-economic field has undergone major changes and has shown an optimization trend.Additionally,the improvement of women's occupational status usually means that the labor market places higher demands on women in terms of the complexity of work tasks and working hours.Meanwhile,since the end of the 1970s,with the marketization and decentralization of education,the government's role in providing educational resources has been weakened.And the trend of extending educational responsibilities to the family has to some extent heralded that women as the first responsible person for upbringing offspring,play a more important role in the development of offspring education and their importance is strengthened by the increasingly high investment and refined child-parenting trend.According to the family life cycle theory,the critical period of female career development happens to be the stage of marriage and childbearing in the family life cycle.This means that the career development period of women overlaps with the most onerous period of childbearing and nurturing obligations.Based on the work-family boundary theory and family bargaining theory,conflicts between work and family are likely to drive women to reshape their family behaviors.The most influential ones are the childbearing and nurturing behaviors that reflect the main role of women and mainly lead to the conflicts between work and family.The Report to the 19th National Congress of the Communist Party of China points out that as socialism with Chinese characteristics has crossed the threshold into a New Era,the main social contradiction in our country have been transformed into the contradiction between unbalanced and inadequate development and the people's evergrowing needs for a better life.The people's pursuit of a better life is increasingly manifested in how to meet the family-centered needs for childbearing,nurturing,and education.Furthermore,now,China is in a new era of "actively advancing the development of women's development" and "prioritizing the development of education." In this context,exploring the impact on the educational development of offspring based on the perspective of female career development and to analyze the mechanism of childbearing and nurturing have great academic and practical significance.This research consists of eight chapters.We follow the ideas of observing phenomena,asking questions,analyzing problems,and solving problems.Specifically,the following methods are used:theoretical analysis,Tobit model,instrumental variable method,mediation effect analysis,balance test,Monte Carlo simulation test and nonlinear relationship moderated test method,etc.The main findings are as follows:First,based on the nationally representative data from the 3rd Survey on the Status of Chinese Women in 2010,the Tobit model and ?-Tobit analysis method are used to investigate the impact of women's occupational status on first-childbirth age of women.It is found that the improvement of women's occupational status significantly delays their first childbearing age.The realization of this delay is mainly explained by the difference in female work-family conflicts,but not explained by the family bargaining power mechanism and the gender role concept mechanism.The results of robustness tests and instrumental variable analysis show that the conclusion is still robust.In addition,the heterogeneity analysis indicates that the impact of women's occupational status on their first childbearing age is heterogeneous due to group differences.The impact only exists in the groups where women are less satisfied with their family status,intergenerational occupations are flowing downward,and the husband's participation in housework is low.Second,based on the above discussion of the occupational status differences of women at the first childbearing age,the data from China Education Panel Survey(CEPS)is used next.Moreover,the School-Fixed Model,the instrumental variable method and the moderated path analysis method are employed to explore the impact and mechanisms of women's first childbearing age on the academic development of their offspring.It is found that women's first childbearing age has an inverted U-shaped relationship with children's academic performance.Furthermore,the moderating effects of children's shadow education participation and parental relationship quality on the inverted U-shaped relationship are examined.The results show that children's shadow education participation and parental relationship quality have a negative moderating effect on the inverted U-shaped relationship.Third,based on the CEPS data,the Mlogit model is adopted to investigate the impact of mothers' occupational status on their parenting styles from the family's micro perspective.There are two findings.On the one hand,mothers' occupational status significantly affects their choice of parenting styles.Specifically,compared to neglectful parenting,mothers with higher occupations tend to choose authoritative or laissez-faire parenting,that is,mothers with higher professional status and their children have sufficient communication and exchanges in their daily lives.On the other hand,the degree of leisure time sacrifice measured by the length of time the mother watches TV after work negatively adjust the relationship between the mother's occupational status and the choice probability of the authoritative parenting style relative to the probability of the neglectful parenting style.In other words,the longer the mother watches TV outside of work,the less the mother's occupational status affect her probability of choosing an authoritative parenting style relative to the probability of choosing a neglectful parenting style.Or,the increase of mother's occupational status has less influence on the responsive dimension measured by the frequency of communication with children.Fourth,the CEPS data is used to examine the impact of mothers' parenting styles on their offspring's academic performance.In addition,we further analyze the possible transmission channels,the moderating effects of children's gender and personality on the above-mentioned relationships,and the spillover effects of mothers' parenting styles.It is found that,on the whole,the "tiger mother" type of parenting style is not an effective parenting style,and the authoritative parenting style is most conducive to the academic development of offspring.Specifically,for children's academic development,both the authoritative and spoiling parenting styles are significantly better than the autocratic parenting style,and the authoritative parenting style is the best,while the neglectful parenting style is significantly inferior to the autocratic parenting style.The results of robustness tests and instrumental variable analysis show that the conclusions are still robust.Furthermore,the mechanism test results show that mothers' parenting styles further affect their children's academic development mainly by influencing their children's self-efficacy,self-education expectations,and investment in learning time.The moderating effect analysis finds that,compared with the permissive and neglectful parenting styles,the autocratic parenting style has a more significant role in reducing the gender gap in the academic performance of the offspring.In terms of the relative differences in the academic performance of the offspring caused by the neglectful and autocratic parenting styles,compared with the extroverted offspring,the introverted offspring receiving neglectful parenting style has less negative impact on academic development.Finally,based on the above analysis,the analysis of the spillover effect finds that an increase in the proportion of children in a class receiving authoritative parenting style can significantly improve students' academic performance.That is to say,the authoritative parenting style has a significant positive spillover effect on the academic performance of offspring.In the groups where the children don't receive the authoritative parenting style,the authoritative parenting style has a stronger positive spillover effect.However,this positive spillover effect no longer exists in the group where the children receive authoritative style.Fifth,based on data from the 2015 Chinese General Social Survey(CGSS),the regression analysis and instrumental variable methods are used to explore the impact of mothers' occupational status on their children's educational attainment and gender differences.It is found that after controlling for the children's personal characteristics,family characteristics and province dummy variable,the improvement of mothers'occupational status has a significant positive impact on children's educational attainment,and at the same time,it also significantly reduces the gender gap in children's educational attainment.After changing the method of measuring the educational level of offspring and re-screening the sample,the estimation results are still robust.The analysis of heterogeneity finds that the improvement of mother's occupational status on gender inequality in education only exists in the family groups whose parents' education is matched,the parents' education level is higher,and the families living in cities with higher gender equality.On the contrary,no significant effect is seen.In this study,two family behaviors that embody the subjective role of women,namely,childbearing and nurturing are incorporated into the analysis framework of women's career development affecting the academic development of offspring.And the long-term impact of female career development on the academic development of offspring is further investigate.The childbearing analysis confirms the "inverted Ushaped" effect of women with occupational status differences on the academic development of their offspring,and the parenting analysis explores the direct impact of the parenting style of mothers with occupational status differences on the academic development of their offspring,as well as the indirect influence of social interaction on the academic development of offspring's peers.Furthermore,in the long run,female career development is not only conducive to the education of offspring,but also has an important impact on the development of gender equality in education.This kind of influence of women's first childbearing age and parenting style on the shaping of human capital of their offspring means that neglecting the power of women's career development and female subjectivity in the formation of human capital and the narrowing of gender differences may lead to the deviation of the expected effect of public policies that are committed to children's development and gender equality.Based on the above findings,this study believes that:(1)Policy makers should attach great importance to the "glass ceiling" effect in the process of women's career promotion,and formulate women's employment protection policies scientifically and democratically;(2)When formulating and evaluating public policies,we should recognize women's contribution to society,pay attention to the "work family" conflict faced by women,and avoid simplifying the problem;(3)In addition to improving the family's fertility will and alleviating the problems of "not wanting to have children" and"not daring to have children" at the micro level of the family with practical and effective family policies,the society should actively disseminate advanced parenting ideas and guide parents to pay attention to effective parenting methods,so as to maximize the level of children's early human capital accumulation and the population quality and talent resource advantages of various countries.In addition,limiting policy development to specific areas of concern should be avoided.Based on the previous research conclusion that authoritative parenting style has positive spillover effect,for the youth groups who do not accept advanced parenting style in the class,policymaking should be based on the positive spillover effect of advanced parenting style,and focus on adjusting the composition proportion of students receiving different parenting styles in the class;At the same time,we can introduce the system that mothers with advanced parenting ideas come to classes regularly or communicate on the network platform to enhance the positive interaction of families at the level of children's parenting style,so as to improve the scientific level of the overall parenting style,so as to promote students from different backgrounds to jointly realize the accumulation of human capital. |
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