The Shifting Stress of Working Parents: An Examination of Dual Pandemic Disruptions—Remote Work and Remote Schooling

Wen Fan () and Phyllis Moen
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Wen Fan: Department of Sociology, Boston College, Chestnut Hill, MA 02467, USA
Phyllis Moen: Department of Sociology, University of Minnesota, Minneapolis, MN 55455, USA

Social Sciences, 2024, vol. 13, issue 1, 1-19

Abstract: Working remotely at least some of the time has long been seen as promoting a better integration of work and care obligations, even though prepandemic research is mixed as to the extent to which parents benefit emotionally from remote work. We exploit dual social experiments in schooling and work spawned by the COVID-19 pandemic to understand any stress-reducing effects of working from home under different school-closing state policy contexts. The pandemic led to an unprecedented shift to (and subsequent away from) remote and hybrid work but also to the implementation of various containment policies, most notably school closures driving a shift to remote learning that were put into effect to different degrees across U.S. states. Drawing on parents’ data from a U.S. nationally representative panel survey of workers who spent at least some time working from home since the pandemic onset, we use mixed-effects models to examine whether and in what ways cross-state and over-time variations in school closure policies shape any stress-reducing impacts of remote/hybrid work. Results show that when schools were not mandated to close, remote/hybrid work largely reduces parents’—especially mothers’—stress. However, an opposite pattern emerges in the face of closing mandates. These patterns are especially pronounced among white mothers and are not observed among nonparents.

Keywords: remote work; parents; stress; well-being; remote schooling; gender; race; COVID-19; intersectionality (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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