Level of Education and Childbearing - Research Paper Example

? Level of Education and Childbearing Introduction The progress of mankind has coincided with drastic modificationsin the socioeconomic and political structure of society which not only impact the functioning of several variables in the macro environment but also transform the foundations of social institutions by promoting new norms and values that would have been deemed unacceptable or improper in previous times. Providing an example of this observation is Fernandez (2013) who understands that the staggering rise in the labor force participation of women has been one of the most fundamental changes to have occurred in the last century. A comprehensive analysis of female labor force participation data identifies the significant role of a range of causal factors or determinants that have led to this dynamic modification. These factors encompass economic developments, widespread technological advancement, increased understanding of the negative consequences of discriminatory practices and an awareness of the significance of educating women to secure the future of upcoming generations (Fernandez, 2013). According to Fernandez (2013) the economic variables that can be attributed to the influx of females in the labor force comprise of measurable variables one of which is the women’s level of education. The promotion of education in society has increased the pace of transformation because access to knowledge, skills and expertise is critical to the achievement of an enlightened state. This notion implies that the availability of education essentially transforms the life chances of an individual by impacting the decisions that an individual makes. A significant area of research in this case, aims to explore and assess the correlation between the level of education and childbearing. As stated by Jacobson et al. (1992) many researchers believe that there is a strong relationship between the level of education and childbearing, this notion implies that people with high education have fewer children in comparison with people who have obtained a low level of education. To identify the relationship between the level of education and attitudes towards childbearing, Unger and Molina (1999) administered a survey on a sample size of 351 Latina women to assess whether their preferences regarding childbearing demonstrated an association with the level of education they had acquired. The survey distinguished the participants’ academic qualifications on the basis of the acquisition of the high school diploma. By the means of the study, Unger and Molina (1999) tested the hypothesis which stated that women having a high school diploma would prefer having fewer children while, women without a high school education would prefer a larger family size. The findings of the research verified the hypothesis, by revealing that participants having high school education preferred an average of 2.7 children in comparison with a mean of 3.1 children that was calculated for those respondents who did not possess a high school diploma. Unger and Molina (1999) understand that the childbearing preferences of Latina women who do possess a high school level education can be attributed to the presence of cultural factors which traditionally encourage Latina females to have larger families. In addition to this observation, it is important to identify the critical role of several other factors in shaping the childbearing attitudes of educated and uneducated women. For example, educated women are more likely to have access to birth control and contraceptives in comparison with females who have not acquired a high school level of education. Moreover, educated women have the potential to advance their careers by benefitting from several opportunities to enhance their personal growth, while, improving their financial prospects which often discourages them from starting a family and raising children (Unger and Molina, 1999). The implications of Unger and Molina’s (1999) findings highlight a significant aspect which is associated with the level of education that is acquired by women and the shaping of their childbearing attitudes and preferences. This factor is that of contraception, the availability of which is governed by social and economic factors including a female’s level of education. Ruiz-Munoz et al. (2011) launched a cross-sectional study which comprised of 5,141 Spanish women aged between 15-49 years to examine the trends that are linked to the use of contraception and the socioeconomic discrepancies which govern this trend. The research concluded that women who had access to and used contraception in their first experience of sexual intercourse possessed a higher level of educational qualifications and the same observation regarding the use of contraception remained valid in the period following their first use of contraceptives (Ruiz-Munoz et al., 2011). The implications of this study highlight the correlation that a higher level of education shares with access to better standards of living, availability of basic necessities and life choices which can allow an individual to influence his/her decision regarding family size and childbearing. Therefore, it can be concluded that a low level of education limits and restricts an individual’s ability to have a command over the number of children he/she wishes to have because of the socioeconomic discrepancies that surround access to contraception and safer birth control methods. The research of Pikalkova (2003) introduces a new dimension to the study of family planning, childbearing and the role of the woman’s level of education in defining these aspects. In his study Pikalkova (2003) explores the presence of a possible relationship between the mother’s level of academic qualification and the number of planned children; moreover, the researcher also assesses the link between the women’s level of education and their decision to have a third child. A fundamental factor which has been identified as a critical characteristic in governing the decision regarding the number of planned children in the study is that of a women’s age, which often leads to the emergence of a range of choices. For example, the study concludes that for women aged between 30-44 years, the presence of a high level of education correlates with a dramatic reduction in the desire to have three planned children (Pikalkova, 2003). Moreover, another observation that has been highlighted in the study is that “…in this category as the level of education rises the proportion of women who would like only one child in the family increases” (Pikalkova 2003, p. 868). Even though, age was identified as an influential determinant in the number of planned children desired by women in addition with their level of education, Pikalkova (2003) suggests that when assessing the mother’s desire to have a third child the significance of education becomes greater in determining the women’s childbearing decisions. Thus, data analysis confirms that highly-educated women demonstrate a minor preference for having a third child in comparison with females who possess a lower education level. Pikalkova (2003, p. 873) claims that the findings of the research validate “…the negative influence of increasing education on the number of children in a family”. The preceding analysis of previous literature and researches that have explored the relationship between the level of education and childbearing reflects that higher-education levels negatively impact the parents’ decision regarding the number of children they wish to have. The studies also shed light on the ways through which the level of education may indirectly influence childbearing preferences and family size. This view essentially links the aspect of contraception to the level of education as presented in the research of Unger and Molina (19990 and Ruiz-Munoz et al. (2011). In this paper, I hypothesize that there is a negative relationship between education and childbearing. Thus, this hypothesis implicates that the greater level of education a parent obtains, the fewer children they would have. Methodology Data Collection The data collection technique for the study comprises of the administration of survey titled ‘Childbearing and Education’. The purpose of the survey is to explore the relationship between the impact of the level of education on childbearing in order to examine the preferences and attitudes of the respondents on the subject and successfully integrate the findings of the survey in the study. The sample size of the study comprises of 50 respondents who fulfill the participation selection criteria such that they are 1) aged 18 years or older 2) currently taking a psychology course at Wichita State University. The length of the survey has been designated as 15 minutes which includes the time that would be taken to explain the respondents with the procedure of participating in the survey. Moreover, the survey ensures that respondents are informed regarding any risks and discomforts that are associated with the topic due to the presence of questions that are related to education, children, childhood and income. The purpose of informing the respondent regarding the nature of the questions is to ensure that he/she withdraws from the study immediately if he/she finds the questions as inappropriate and unsuitable. Respondent’s withdrawal or refusal shall not affect his/her status at the university as participation in this study is purely voluntary. It is understood that the time and opinions of the respondents are highly valuable and pivotal to the completion of this study in addition with the development of objective, valid and reliable research findings and conclusions. Therefore, it has been ensured that ethical practices are upheld throughout the research process which includes the maintenance of the participant’s anonymity and confidentiality of all respondent information and data. Independent and Dependent Variables The parents’ level of education is an independent variable in the study whereas; the dependent variables are the current number of children, planned number of children, age at the birth of first child and importance of goals including having children, career, education, goals and money. This identification is in alignment with the hypothesis which states that the greater level of education a parent obtains, the fewer children they would have such that the level of education is an independent variable in this case because it governs the individual’s decision to have a small or large family size depending on his/her childbearing preferences which is a dependent variable in the framework. Data Analysis As stated previously the independent variable in the model is the level of education. In accordance with the survey which is to be administered on the respondents, this independent variable can be examined on the basis of the respondent’s highest level of education. The independent variable therefore, comprises of 1) High school 2) Some college 3) Associate’s degree 4) Bachelor’s degree 5) Master’s degree 6) Doctorate degree and 7) Other as specific educational levels. The primary question that will be addressed in the study is related to the number of children that individuals plan to have or currently have in relation with their educational qualifications. However, the data will also be analyzed to explore the link between the level of educational and significance of life goals including the importance of having children, career, education, goals and money. The study will also assess the parent’s age at the birth of first child in alignment with the respondent’s level of education as this aspect also constitutes of childbearing preferences. References Fernandez, R. (2013). Cultural change as learning: The evolution of female labor force participation over a century. The American Economic Review, 103(1), 472-500. Jacobsen, B. K., Lund, E., & Kvale, G. (1992). Childbearing and use of oral contraceptives: Impact of educational level: The Nordland health study. Journal Of Epidemiology And Community Health, 46(3), 216-217. Pikalkova, S. (2003). A third child in the family: Plans and reality among women with various levels of education. Sociologicky casopis/Czech Sociological Review, 865-884. Ruiz-Munoz, D., Perez, G., Garcia-Subirats, I., & Diez, E. (2011). Social and economic inequalities in the use of contraception among women in Spain. Journal of Women's Health, 20(3), 403-411. Unger, J. B., & Molina, G. B. (1999). Educational differences in desired family size and attitudes toward childbearing in latina women. Population and Environment, 20(4), 343-351. Read More