Narratives of Children’s Gender Socialization from Fathers Who Take Parental Leave in South Korea
Bibliographic record
Abstract
Abstract Do leave-taking fathers who 'undo' gender in their division of domestic labour and responsibilities also ‘undo’ gender in relation to their children’s gender socialization? This exploratory qualitative study seeks to understand how leave-taking fathers in South Korea ( N = 17) experience and envision their children’s gender socialization by identifying three types of fathers. For ‘committed’ fathers, leave-taking is an extension of their genuine convictions and best efforts to raise children based on feminist ideals, but contradictory messages from non-parental influences such as preschools pose challenges. ‘Conflicted’ fathers undergo significant changes in their views about men and women’s roles through leave uptake but confess to still holding rigid views about children’s gender socialization. ‘Receptive’ fathers demonstrate more open and moderately flexible attitudes to children’s gender roles than the ‘conflicted’ fathers, although not as consciously, proactively, or consistently as the ‘committed’ fathers. The findings indicate that fathers’ uptake of leave leads to diverging, rather than uniform trajectories in fathers’ development of attitudes and behaviours toward children’s socialization. The findings point to the need to consider inconsistencies operating at multiple levels of the ‘gender trap,’ including between fathers’ attitudes toward adult and children’s gender roles, fathers’ behaviours and attitudes, and parental and non-parental influences.
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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 | 0.000 | 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 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".