The Timing and Duration of Women's Life Course Events: A Study of Mothers With at Least Two Children
Bibliographic record
Abstract
This study examines the incidence and duration of women's life course events, specifically childbearing, by generational age structure within the family, birth cohort, educational status, and place of birth. Data from the 1995 General Social Survey (GSS) of Canada is used to estimate the incidence and socio-demographic correlates of age-structured families - age-condensed, normative, and age-gapped according to the mother's age at the birth of her first child. The results indicate that less than 10% of women with at least two children (N = 1, 800) experience entrance into motherhood as a late life course event (e.g., at 30 years of age or older) as opposed to an early or "on-time" transition. Further, the mean birth interval is longer and family size is larger for age-condensed mothers versus normative and age-gapped mothers. Cohort differences regarding the incidence and duration of family life course events are also notable: older cohorts of women (1915-1930 and 1931-1946) have longer birth intervals and larger families than do women in younger cohorts (1946-1960 and 1961-1976). For level of educational attainment, women with less education marry at younger ages and have their first child at younger ages than their more educated counterparts. Finally, Canadian-born women marry and have their first child at younger ages compared to foreign-born women. Findings are discussed in the context of the literature on "age deadlines" and women's family life course events.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".