The role of gender ideology, intensive parenting, educational resources, and psychological well-being for parent-child reading frequency

References

• Almqvist, A.-L., & Duvander, A.-Z. (2014). Changes in gender equality? Swedish fathers’ parental leave, division of childcare and housework1. Journal of Family Studies, 20(1), 19–27. https://doi.org/10.5172/jfs.2014.20.1.19
   Web of Science ®Google Scholar
• Barone, C., Fougère, D., & Pin, C. (2019). Social origins, shared book reading and language skills in early childhood: evidence from an information experiment.
   Google Scholar
• Bonke, J., & Esping-Andersen, G. (2011). Family Investments in children--Productivities, Preferences, and parental child care. European Sociological Review, 27(1), 43–55. https://doi.org/10.1093/esr/jcp054
   Web of Science ®Google Scholar
• Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
   Web of Science ®Google Scholar
• Bulanda, R. E. (2004). Paternal involvement with children: The influence of gender ideologies. Journal of Marriage and Family, 66(1), 40–45. https://doi.org/10.1111/j.0022-2455.2004.00003.x
   Web of Science ®Google Scholar
• Cano, T., Perales, F., & Baxter, J. (2017). A Matter of Time? Parent’s Time in Childcare and Children Development.
   Google Scholar
• Carpentieri, J. D., Fairfax-Cholmeley, K., Litster, J., & Vorhaus, J. (2011). Family literacy in Europe: using parental support initiatives to enhance early literacy development.
   Google Scholar
• Chan, T. W., & Koo, A. (2011). Parenting style and youth outcomes in the UK. European Sociological Review, 27(3), 385–399. https://doi.org/10.1093/esr/jcq013
   Web of Science ®Google Scholar
• Ehmig, S. C., & Reuter, T. (2013). Vorlesen im Kinderalltag: Bedeutung des Vorlesens für die Entwicklung von Kindern und Jugendlichen und Vorlesepraxis in den Familien; Zusammenfassung und Einordnung zentraler Befunde der Vorlesestudien von Stiftung Lesen, DIE ZEIT und Deutsche Bahn 2007-2012. Stiftung Lesen.
   Google Scholar
• Evertsson, M. (2014). Gender ideology and the sharing of housework and child care in Sweden. Journal of Family Issues, 35(7), 927–949. https://doi.org/10.1177/0192513X14522239
   Web of Science ®Google Scholar
• Fallesen, P., & Gähler, M. (2019). Family type and parents’ time with children: Longitudinal evidence for Denmark. Acta Sociologica, 1–20. https://doi.org/10.1177/0001699319868522
   Google Scholar
• Field, T. (2010). Postpartum depression effects on early interactions, parenting, and safety practices: A review. Infant Behavior and Development, 33(1), 1–6. https://doi.org/10.1016/j.infbeh.2009.10.005
   PubMed Web of Science ®Google Scholar
• Gaunt, R. (2006). Biological essentialism, gender ideologies, and role attitudes: What determines parents’ involvement in child care. Sex Roles, 55(7-8), 523–533. https://doi.org/10.1007/s11199-006-9105-0
   Web of Science ®Google Scholar
• Guryan, J., Hurst, E., & Kearney, M. (2008). Parental education and parental time with children. Journal of Economic Perspectives, 22(3), 23–46. https://doi.org/10.1257/jep.22.3.23
   Web of Science ®Google Scholar
• Halfon, N., McLearn, K. T., & Schuster, M. A. (2002). Child rearing in America: Challenges facing parents with young children. Cambridge University Press.
   Google Scholar
• Hays, S. (1996). The cultural contradictions of motherhood. Yale University Press.
   Google Scholar
• Hook, J. L. (2006). Care in context: Men's unpaid work in 20 countries, 1965–2003. American Sociological Review, 71(4), 639–660. https://doi.org/10.1177/000312240607100406
   Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
   Web of Science ®Google Scholar
• Inglehart, R., Norris, P., & Ronald, I. (2003). Rising tide: Gender equality and cultural change around the world. Cambridge University Press.
   Google Scholar
• Jæger, M. M., & Breen, R. (2016). A dynamic model of cultural reproduction. American Journal of Sociology, 121(4), 1079–1115. https://doi.org/10.1086/684012
   PubMed Web of Science ®Google Scholar
• Johnson, J., Atkinson, M., & Rosenberg, R. (2012). Millennium Cohort Study: psychological, developmental and health inventories. Centre for Longitudinal Studies, London.
   Google Scholar
• Kalil, A., Ryan, R., & Corey, M. (2012). Diverging destinies: Maternal education and the developmental gradient in time with children. Demography, 49(4), 1361–1383. https://doi.org/10.1007/s13524-012-0129-5
   PubMed Web of Science ®Google Scholar
• Kan, M. Y., Sullivan, O., & Gershuny, J. (2011). Gender convergence in domestic work: Discerning the effects of interactional and institutional barriers from large-scale data. Sociology, 45(2), 234–251. https://doi.org/10.1177/0038038510394014
   Google Scholar
• Kiernan, K. E., & Huerta, M. C. (2008). Economic deprivation, maternal depression, parenting and children's cognitive and emotional development in early childhood1. The British Journal of Sociology, 59(4), 783–806. https://doi.org/10.1111/j.1468-4446.2008.00219.x
   PubMed Web of Science ®Google Scholar
• Kotila, L. E., & Dush, C. M. K. (2013). Involvement with children and low-income fathers’ psychological well-being. Fathering: A Journal of Theory, Research, and Practice About Men as Fathers, 11(3), 306–326. https://doi.org/10.3149/fth.1103.306
   Google Scholar
• Lee, J.-S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218. https://doi.org/10.3102/00028312043002193
   Web of Science ®Google Scholar
• Liss, M., Schiffrin, H. H., Mackintosh, V. H., Miles-McLean, H., & Erchull, M. J. (2013). Development and validation of a quantitative measure of intensive parenting attitudes. Journal of Child and Family Studies, 22(5), 621–636. https://doi.org/10.1007/s10826-012-9616-y
   Web of Science ®Google Scholar
• McLearn, K. T., Minkovitz, C. S., Strobino, D. M., Marks, E., & Hou, W. (2006). Maternal depressive symptoms at 2 to 4 months post partum and early parenting practices. Archives of Pediatrics & Adolescent Medicine, 160(3), 279–284. https://doi.org/10.1001/archpedi.160.3.279
   PubMed Web of Science ®Google Scholar
• Newland, L. A. (2015). Family well-being, parenting, and child well-being: Pathways to healthy adjustment. Clinical Psychologist, 19(1), 3–14. https://doi.org/10.1111/cp.12059
   Web of Science ®Google Scholar
• Pampel, F. (2011). Cohort change, diffusion, and support for gender egalitarianism in cross-national perspective. Demographic Research, 25, 667–694. https://doi.org/10.4054/DemRes.2011.25.21
   Web of Science ®Google Scholar
• Paulson, J. F., Dauber, S., & Leiferman, J. A. (2006). Individual and combined effects of postpartum depression in mothers and fathers on parenting behavior. Pediatrics, 118(2), 659–668. https://doi.org/10.1542/peds.2005-2948
   PubMed Web of Science ®Google Scholar
• Pleck, J. H., & Hofferth, S. L. (2008). Mother involvement as an influence on father involvement with early Adolescents. Fathering: A Journal of Theory, Research, and Practice About Men as Fathers, 6(3), 267–286. https://doi.org/10.3149/fth.0603.267
   Google Scholar
• Rose, J., Brady, M., Yerkes, M. A., & Coles, L. (2015). ‘Sometimes they just want to cry for their mum’: Couples’ negotiations and rationalisations of gendered divisions in infant care. Journal of Family Studies, 21(1), 38–56. https://doi.org/10.1080/13229400.2015.1010264
   Web of Science ®Google Scholar
• Rowe, M. L., Denmark, N., Harden, B. J., & Stapleton, L. M. (2016). The role of parent education and parenting knowledge in children's language and literacy skills among White, Black, and Latino families. Infant and Child Development, 25(2), 198–220. https://doi.org/10.1002/icd.1924
   Web of Science ®Google Scholar
• Schoppe-Sullivan, S. J., Kotila, L. E., Jia, R., Lang, S. N., & Bower, D. J. (2013). Comparisons of levels and predictors of mothers’ and fathers’ engagement with their preschool-aged children. Early Child Development and Care, 183(3-4), 498–514. https://doi.org/10.1080/03004430.2012.711596
   PubMedGoogle Scholar
• Sethna, V., Murray, L., Netsi, E., Psychogiou, L., & Ramchandani, P. G. (2015). Paternal depression in the postnatal period and early father–infant interactions. Parenting, 15(1), 1–8. https://doi.org/10.1080/15295192.2015.992732
   PubMed Web of Science ®Google Scholar
• Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and Grade 1. Learning and Instruction, 20(1), 61–71. https://doi.org/10.1016/j.learninstruc.2009.01.002
   Web of Science ®Google Scholar
• Tietze, W., Roßbach, H.-G., & Grenner, K. (2005). Kinder von 4 bis 8 Jahren: Zur Qualität der Erziehung und Bildung in Kindergarten, Grundschule und Familie. Beltz.
   Google Scholar
• Wall, G. (Ed.). (2010). Mothers’ experiences with intensive parenting and brain development discourse. Elsevier.
   Google Scholar
• Wilson, S., & Durbin, C. E. (2010). Effects of paternal depression on fathers’ parenting behaviors: A meta-analytic review. Clinical Psychology Review, 30(2), 167–180. https://doi.org/10.1016/j.cpr.2009.10.007
   PubMed Web of Science ®Google Scholar