Rising to the Challenge: Fathers’ Role in the Negotiation of Couple Time
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
Abstract In order to understand the relationship between fatherhood and leisure, we believe that it is important to take a systemic perspective that examines the way in which relationships within the family affect leisure choices. Although the literature on gender and free time offers important insights into the different individual entitlements that women and men have to use time, they put less emphasis on the relationship negotiations that occur within families. We were particularly interested in the way that men in families negotiate couple time with their partners. In this analysis of 14 dual‐earner couples with young children (3–12 years old), we looked at the role that men play in the negotiation of couple time. Specifically, we examined the processes of initiating and scheduling couple time, dealing with expectations of spontaneity and romance, and arranging childcare. We found that in creating couple time, participants faced many challenges including uncertain social support, the stressful demands of daily living, unclear couple time preferences and meanings, and ambivalence regarding their desire for traditional courtship in the context of egalitarian parenting. Fathers played an important role in instigating couple time whereas mothers played a significant role in its implementation; our discussion explores various power dynamics at play in this co‐construction of couple time.
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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 | 0.001 | 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 | 0.000 | 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