The Effect of Taking a Paternity Leave on Men’s Career Outcomes
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
While paternity leave policies are becoming increasingly popular worldwide, very little research exists on paternity leaves and their impact on men’s careers. Thus, the purpose of this project is to examine the effect of taking a paternity leave on men’s career outcomes. By integrating the literature on changing norms regarding effective leadership with expectancy violation theory, we suggest and have found that taking a paternity leave can enhance others’ perceptions of men’s communality, which are in turn related to positive career outcomes. As such, in this study, we test whether taking a parental leave (vs. no parental leave) is positively related to men's communality and if communality is, in turn, related to positive workplace outcomes (e.g., rewards, career progression, salary). Specifically, we will conduct a retrospective study in which we will recruit Canadian men who have either taken a parental leave or who have a child but have not taken a parental leave and ask them to complete questionnaires and respond to questions about their career. We will also examine two additional and potentially competing underlying mechanisms in addition to communality: agency and job commitment. This preregistered study was created after an initial round of peer review feedback on our first three studies.
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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 | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.521 | 0.934 |
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