Twamley, Katherine;
(2024)
Caring is Sharing? Couples navigating parental leave at the
transition to parenthood.
UCL Press: London, UK.
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Abstract
Caring is Sharing? explores why and how mixed-sex couples make decisions around parental leave at the transition to parenthood, and how these decisions shape their work and family care practices during and after the leave period. It does this through a longitudinal qualitative comparative analysis of mixed-sex parent couples in England who do and do not share parental leave after the birth of their first child. The study shows that men and women’s visions and practices of family life are embedded in ideals of appropriate intimate relations, and negotiated with real and imagined reactions from peers, wider family and colleagues. These negotiations are often deeply emotional and shape how parents navigate the wider institutional and structural context in the UK, where parental leave policy, family and work norms are highly gendered. The book shows that practices of couple intimacy in the UK influence the imaginaries of new parents and the processes through which they enact divisions of parental leave and ultimately of care. In so doing, it highlights the intersections of intimacy and equality, contributing to debate around the ‘stalled’ gender revolution and what is needed if UK parental leave policy is to become an effective driver of change in gender relations and family life.
Type: | Book |
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Title: | Caring is Sharing? Couples navigating parental leave at the transition to parenthood |
ISBN-13: | 9781800087439 |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 9781800087439 |
Publisher version: | https://doi.org/10.14324/111.9781800087439 |
Language: | English |
Keywords: | parental leave, gender, family, shared labour |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10198553 |
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