ABSTRACT
Research on work-family connections tends to focus on whether both partners are working outside the home, how many hours each partner works, and the relative earnings of each spouse (Stebbins, 2001). This chapter examines a multidimensional model of the influence of parents’ work on family life and on their children’s initial social and academic adjustment to kindergarten. Moving beyond the consideration of number of hours worked or income earned, it seeks to articulate ways in which psychologically significant aspects of parents’ work experiences reverberate within the family, and to provide evidence concerning how these work-related reverberations might be linked with children’s functioning.
