The academic motherload: Models of parenting engagement and the effect on academic productivity and performance (2108.05376v1)

Abstract: Gender differences in research productivity are well documented, and have been mostly explained by access parental leave and child-related responsibilities. Those explanations are based on the assumption that women take on the majority of childcare responsibilities, and take the same level of leave at the birth of a child. Changing social dynamics around parenting has seen fathers increasingly take an active role in parenting. This demands a more nuanced approach to understanding how parenting affects both men and women. Using a global survey of 11,226 academic parents, this study investigates the effect of parental engagement (Lead, Dual (shared), and Satellite parenting), and partner type, on measures of research productivity and impact for men and for women. It also analyzes the effect of different levels of parental leave on academic productivity. Results show that the parenting penalty for men and women is a function of the level of engagement in parenting activities. Men who serve in lead roles suffer similar penalties, but women are more likely to serve in lead parenting roles and to be more engaged across time and tasks. Taking a period of parental leave is associated with higher levels of productivity, however the productivity advantage is lost for the US-sample at 6 months, and at 12-months for the non-US sample. These results suggest that parental engagement is a more powerful variable to explain gender differences in academic productivity than the mere existence of children, and that policies should that factor into account.