Women Have Always Worked More Than Men: Hours of Work Since 1900

This chart shows the average number of hours worked in the US, by gender, for those in their prime working ages (25-54), from 1900 to 2023. It includes both paid market work and household production (which includes activities like cooking, cleaning, shopping, and taking care of children):

Most of the data (from 1900-2005) comes from a 2009 paper by Valerie Ramy and Neville Francis, which looks at lots of trends in work and leisure in the twentieth century. I extend the data past 2005 using an update from Ramey through 2012, and then attempting to replicate their methods using the CPS (for market work) and the BLS ATUS (for home production).

A few things to notice. First, there is no data for 2020, as the ATUS didn’t publish any tables due to incomplete data from the pandemic. And even if we had data, it would have been a huge outlier year.

More importantly, there is an obvious long-term trend of declining market work and rising household production for men, and the opposite for women. In 1900 women worked over 6 times as many hours in the household as they did in the market, but by 2023 they worked almost the exact same number of hours in each sector.

Male hours in market work declined by about 16 hours per week (using 10-year averages, as there is a slight business-cycle effect on hours), but the total number of hours they worked declined much more modestly, by about 3 hours per week (note: these numbers include all men, whether they are working or not). Women saw similar changes, but in the opposite direction, with total hours worked only falling by about 4 hours per week, even though hours working at home fell by almost 22 hours.

Americans do have more leisure time than in 1900, but not dramatically so: perhaps 3-4 hours per week. This is an improvement, but less of an improvement than you might suspect by looking at hours of market work alone.

Ramey and Francis do try to carefully distinguish between household production and leisure. For example, yardwork and changing diapers are household production, while gardening and playing with your children are leisure. For some respondents to surveys, they may feel differently about whether gardening is “really” work or not, and some may enjoy changing baby’s diapers, but in general their distinctions seem reasonable to me.

Finally, we can say pretty confidently with this data that women have almost always worked more hours than men — the one exception in the 20th century being WW2 — and the gender gap was about 4 hours per week in both the early 1900s and the most recent decade (though it did fluctuate in between).

Tyler Supporting Women in the GOAT book

Ladies, Tyler Cowen has done us a solid. He included John Stuart Mill as a contender for the greatest economist of all time in large part because of his insights on gender equality.

I’m short on time at the moment. I’d like to do a better job than this, with more nuance about Hayek, but here’s the most I can do this week:

More here: “John Stuart Mill on women, as explained by TC

Or read the (free) GOAT book. I might say you should just jump to the Mill chapter, but it makes more sense in context if you read the whole thing.

Compulsory Schooling by Sex

My previous posts focused on the aggregate school attendance and literacy rates for whites before and after state century compulsory schooling laws were enacted. When aggregates fail to deviate from trend after a law is passed, the natural next step is to examine the sub groups.

How did attendance rates differ by sex before and after compulsory school attendance? I’ll illustrate a plausible story. Prior to law enactments, boys attended more school because girls were needed to perform domestic duties and the expectations for female education was lower. As a result, boys had higher literacy rates due to higher school attendance. After law enactments, both girls and boys attended school more and the difference between their attendance rates is eliminated. Similarly, literacy rates converge and differences are eliminated. In short, the story is consistent with an oppressed – or at least disadvantaged – position for girls that was corrected by compulsory schooling.

Formally, the hypotheses are:

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