Can Anyone Have it All? Gendered Views on Parenting and Academic Careers

Sallee, Margaret W.; Ward, Kelly; Wolf‐Wendel, Lisa

doi:10.1007/s10755-015-9345-4

Cited by 83 publications

(63 citation statements)

References 28 publications

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“…This in part could explain some of the trends we see, as the majority respondents did not report child care responsibilities. The challenges of parenting while conducting research, especially for female researchers, has been previously documented in the literature and has been cited as a COVID-19 related barrier [32][33][34].…”

Section: Discussionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

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Physical distancing measures in response to the COVID-19 pandemic resulted in widespread laboratory closures. This study aimed to examine the impact of this disruption on graduate students and postdoctoral fellows completing laboratory-based research in Canada. We used an anonymous online survey and semi-structured interviews to document the experiences of graduate students and postdoctoral fellows during laboratory closures and following the transition to working from home. We employed mixed-method analysis of survey and interview data to identify shared experiences, feelings, concerns, and supports.Respondents’ emotions reported from different points during the COVID-19 laboratory closures align with previously described Kübler-Ross model of grief following change. Respondents describe closure processes as chaotic and confusing, primarily due to inconsistent communication between graduate students, postdoctoral fellows, supervisors, and administration. Respondents reported increased anxiety during closures, however, those who experienced uniform laboratory closures also developed a sense of solidarity and safety while those with staggered shutdowns did not. Graduate students and postdoctoral fellows reported increased indications of distress while working from home. Four key barriers to working from home were described; technical issues, domestic distractions, decreased motivation, and poor mental health. Five key supports while working at home were also identified, including financial security, social connections, establishing and maintaining routines, mental health support, and support from supervisors and administration. Respondents had concerns of how COVID-19 might impact them, including decreasing competitiveness applicants while limiting future employment opportunities. Finally, we outline five types of supports which can be implemented by supervisors and administrators to support graduate students and postdoctoral fellows to return to the laboratory, including; personal protective equipment and protocols, understanding and empathy, guidance and direction, timeline support, and financial support. Overall, we document shared experiences of respondents during the COVID-19 laboratory shutdown and identify areas of improvement in the event widespread laboratory closures occur in the future.

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Section: Discussionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

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“…The concept of the motherhood penalty in higher education is well documented in the literature on faculty as researchers have examined faculty with children teaching in tenure-track positions and found disparity between men and women (M. Baker, 2012Baker, , 2016Craft & Maseberg-Tomlinson, 2015;Cummins, 2012;Jakubiec, 2015;McCutcheon & Morrison, 2016;Seher, & Iverson, 2015;Stinchfield, & Trepal, 2010;Summers, & Clarke, 2015;Ward, 2014;Wolf-Wendel & Ward, 2015;Sallee, Ward, and Wolf-Wendel, (2016) purported that academic mothers experience greater responsibility related to household tasks and childcare than academic fathers. Moreover, male faculty publish as single authors more than women faculty, and women with children are significantly underrepresented in tenure track positions (Hart, 2006).…”

Section: The Current State Of the Literature And The Gapmentioning

confidence: 99%

Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Rockinson‐Szapkiw

Spaulding

Lunde

2017

IJDS

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Aim/PurposeThe purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. ContributionThis study generated a novel theoretical model to explain women EdD students' academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman's social conditions (e.g., supportive spouse, friends, or employer) that provide her the confidence and space to difWomen in Distance Doctoral Programs 50 ferentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for PractitionersFindings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in academia, program administrators can recruit, retain, and support and encourage parental visibility through developing structures and supports for faculty with families. Given the women candidates' emphasis on stewardship, faculty should design coursework to allow students to intersect assignments with professional goals and practices, and support empirically and theoretically grounded dissertations aimed at not only solving problems of practice but also aimed at advocacy. Recommendation for ResearchersResearch is needed with women doctoral candidates in other disciplines from other institutions and regions of the country, including those without children and individuals in non-heterosexual relationships. Impact on Society This study is an important first step in better understanding female identity development through the doctoral process. Future ResearchThemes uncovered in this research need further investigation. Ruptures in relationships were uncovered but not fully explored or saturated. More research is needed to understand the specific co...

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“…It is still the case that much of the literature on parenting is gendered (Pedersen, ; Sallee, Ward, & Wolf‐Wendel, ; Tiitinen & Ruusuvuori, ), but despite the limitations of this study, it represents an important step in highlighting the importance of examining father outcomes in perinatal programs. Many gaps in the father literature, particularly the research in infancy, remain limited.…”

Section: Discussionmentioning

confidence: 99%

Does a Perinatal Parenting Intervention Work for Fathers? A Randomized Controlled Trial

Mihelic

Morawska

Filus

2018

Infant Mental Health Journal

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Fathers are increasingly expected to contribute to their parenting role at the transition to parenthood; however, many fathers experience mental health problems during this time. Parenting support for new fathers is limited, and research often only includes the mothers in intervention studies. Clear evidence for parenting programs for fathers has not yet been established. This study evaluated the effects of a parenting intervention (Baby Triple P) on fathers who were expecting their first baby. The design was a randomized controlled trial comparing Baby Triple P with care as usual over three time points (pregnancy, 10 weeks’ postbirth, and 6 months’ postbirth) for 112 fathers living in Brisbane, Australia. The primary outcomes included paternal psychological distress such as depression, anxiety, and stress and several secondary measures. No significant intervention effects for Baby Triple P were found at either post‐ or follow‐up assessments. Fathers in both groups reported significant increases in their parenting confidence and self‐efficacy. The results indicate no conclusive evidence for the effectiveness of Baby Triple P for new fathers. Future research using a sample with greater likelihood of experiencing problems at the transition to parenthood is needed as is offering more tailored need‐based support to obtain substantial evidence for this preventative parenting program.

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Can Anyone Have it All? Gendered Views on Parenting and Academic Careers

Cited by 83 publications

References 28 publications

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Does a Perinatal Parenting Intervention Work for Fathers? A Randomized Controlled Trial

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