‘I'm Home for the Kids’: Contradictory Implications for Work–Life Balance of Teleworking Mothers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores the experience of time flexibility and its relationship to work–life balance among married female teleworkers with school‐aged children. Drawing from a larger study of teleworkers from a Canadian financial corporation, 18 mothers employed in professional positions discussed work, leisure and their perceptions of work–life balance in in‐depth interviews. Telework was viewed positively because flexible scheduling facilitated optimal time management. A key factor was the pervasiveness of caregiving, which could result in ongoing tensions and contradictions between the ethic of care and their employment responsibilities. The ideology of ‘intensive mothering’ meant that work schedules were closely tied to the rhythms of children's school and leisure activities. The different temporal demands of motherhood and employment resulted in little opportunity for personal leisure. Time ‘saved’ from not having to commute to an office was reallocated to caregiving, housework or paid employment rather than to time for their self. The women also experienced a traditional gendered division of household labour and viewed telework as a helpful tool for combining their dual roles. Time flexibility enhanced their sense of balancing work and life and their perceived quality of life. At the same time, they did not question whether having the primary responsibility for caregiving while engaged in paid employment at home was fair or whether it was a form of exploitation.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it