Educational Development as Pink Collar Labor: Implications and Recommendations

Bernhagen, Lindsay; Gravett, Emily O.

doi:10.3998/tia.17063888.0036.103

Cited by 4 publications

(10 citation statements)

References 45 publications

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“…McKinney and Chick (2010) for example, found that women were overrepresented, between 58 and 64 per cent, in scholarship of teaching and learning activities. Bernhagen and Gravett (2017) presented similar findings in the field of educational development. These trends are in stark contrast to disciplines that have typically been dominated by masculine narratives (Carey, Jackson, Antonello, & Rushing, 2016), as is the case within STEM (Filardo et al, 2016) and certain areas of medicine (Jagsi et al, 2006), for example.…”

Section: Sap Research As 'Brave Spaces' and 'Sites Of Resistance' Against Gendered Normssupporting

confidence: 71%

Mind the (gender) gap: engaging students as partners to promote gender equity in higher education

Acai

Mercer-Mapstone

Guitman

2019

Teaching in Higher Education

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Section: Sap Research As 'Brave Spaces' and 'Sites Of Resistance' Against Gendered Normssupporting

confidence: 71%

Mind the (gender) gap: engaging students as partners to promote gender equity in higher education

Acai

Mercer-Mapstone

Guitman

2019

Teaching in Higher Education

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“…Specifically, role allocation and organizational structuring are found to be contributors to inequity within organizations (Amis et al, 2020). As the work of the advisor grows increasingly relational (Alvarado & Olson, 2020;Donaldson et al,2020;Grites, 2013;Harris, 2018;Varney, 2013) and women are often sorted into relational roles (Qian & Fan, 2018), the relationship building performed by women is frequently seen as kindness, as opposed to the value-added work of a professional (Bernhagen & Gravett, 2017;Larson, 2008). Academic advising is female dominated NACADA Membership Demographic Information, 2019) and, as the work of women is historically undervalued in the university system (Bernhagen & Gravett, 2017;, it is reasonable to explore gender in relation to professionalization challenges.…”

Section: Gender Representationmentioning

confidence: 99%

“…Though compensation did not hinder participants' engagement or perceptions of work-life balance, it did affect their perceptions of professionalization of the primary advising role. As scholars have shown the work of women to be historically undervalued in higher education (Bernhagen & Gravett, 2017;, the lack of compensation afforded to study participants and their colleagues is further evidence of undervaluing the work of a field heavily populated by women. Study participants expressed concern with not being able to provide for themselves as would be expected by a professional salary and needing more than one income to support themselves and/or their families as the advising income was insufficient.…”

Section: Pay and Gendermentioning

confidence: 99%

“…Women are regularly selected to perform roles that build relationships and require significant emotional labor (Amis et al, 2020;Bernhagen & Gravett, 2017;Larson, 2018;Qian & Fan, 2018). Study participants explored relationship building as a critical element of their work.…”

Section: Pay and Gendermentioning

confidence: 99%

“…Building relationships with students, colleagues, and faculty members were all mentioned by study participants as key components of their jobs. While advisors identified these relationships as vital to the role of the academic advisor, literature showed relationship building is often viewed as kindness as opposed to value-added work of a professional (Bernhagen & Gravett, 2017;Larson, 2008).…”

Section: Pay and Gendermentioning

confidence: 99%

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And yet, they remain: a phenomenological study of career, female, primary-role advisors at four-year institutions in the Midwestern region of the United States

Solon¹

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Numerous women spend their entire careers in academic advising though it is not clear whether women stay in these roles because they experience high levels of personal wellbeing and meaningfulness or because they experience limitations in their career management. Though the field of academic advising is heavily populated by women negligible literature has been published about the experience of the female primary-role advisor. The purpose of this phenomenological study is to examine the perceptions of the female primary-role advisors in relation to their individual career management and the professionalization of the advising occupation. The research questions are informed by the social cognitive theory of Career self-management, or CSM, recent advising literature examining the professionalization of the primary advising role. This study will allow the voices of female primary-role advisors to enter advising scholarship. This study may also provide opportunities for universities and the Global Advising Community (NACADA) to establish additional pathways for growth and advocacy of primary role advising practitioners.

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The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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Educational Development as Pink Collar Labor: Implications and Recommendations

Cited by 4 publications

References 45 publications

Mind the (gender) gap: engaging students as partners to promote gender equity in higher education

Mind the (gender) gap: engaging students as partners to promote gender equity in higher education

And yet, they remain: a phenomenological study of career, female, primary-role advisors at four-year institutions in the Midwestern region of the United States

The faculty-focused model of information literacy

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