The Effect of Taking a Paternity Leave on Men’s Career Outcomes: The Role of Communality Perceptions
Why this work is in the frame
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Bibliographic record
Abstract
Paternity leaves policies, important tools for promoting gender equality that give men an opportunity to care for their newborn children, are becoming increasingly popular and legislated worldwide. However, there has been little research on how paternity leaves impact men’s careers and the research that exists has been inconclusive. This is problematic because, while men are increasingly being encouraged to take paternity leaves, the fear may be that such leaves may undermine their careers. However, by integrating the literature on changing norms regarding effective leadership with expectancy violation theory, we suggest that taking a paternity leave can enhance others’ perceptions of men’s communality and lead to positive career outcomes. We tested our hypotheses in three studies in the context of Canadian parental leave policies. In a sample of undergraduate students (Study 1) and employees (Study 2) we found that increased communality perceptions underlie the positive effect of taking a paternity leave (vs. no paternity leave) on men’s reward recommendations and hireability ratings. In Study 3 we found evidence that the positive effect of paternity leaves on men’s career outcomes was stronger in a female-dominated industry (e.g., human resources) than in a male-dominated industry (finance). Implications for theory and practice are discussed.
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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 | 0.004 | 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 | 0.001 | 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