Parenting on the Path to the Professoriate: A Focus on Graduate Student Mothers

Kulp, Amanda M.

doi:10.1007/s11162-019-09561-z

Cited by 39 publications

(39 citation statements)

References 55 publications

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“…Those who are underrepresented due to race/ethnicity, gender, or citizenship are at higher risk of leaving their programs before graduation (McBain, 2019). Women with children, who comprise approximately 7-8% of doctoral students (Golde & Dore, 2001;Kulp, 2016Kulp, , 2019Mason, Goulden, & Frasch, 2009) are one atrisk group. This is particularly relevant within social work doctoral education, as women comprise 75% of social work doctoral students (CSWE, 2018).…”

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confidence: 99%

Making it Work

Mirick

Wladkowski²

2020

ASW

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While doctoral education is growing in the United States, attrition from doctoral programs is high; 40-60% of students who begin doctoral programs do not complete them. Previous research has explored reasons for attrition, but little research has examined persistence, and none have looked at persistence for women during and after pregnancy. This qualitative study explored female doctoral students and graduates’ (n=28) attributions of persistence to completion in their professional healthcare doctoral programs (57% social work) after a pregnancy and/or birth. Two primary themes emerged from this study. First, women attributed their persistence in the program to internal resources such as determination, organization, discipline, and the ability to assess needs and shift resources, schedules, plans, or expectations to meet those needs. Second, some women attributed their ability to persist in their program to good luck, in terms of fertility, pregnancy timing, expectations of the student, and family friendly advisors and programs. Dissertation chairs and advisors can use these findings to more effectively support pregnant and parenting students, including helping them build important skills and reflect on implicit messages about caregiving women who are doctoral students.

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confidence: 99%

Making it Work

Mirick

Wladkowski²

2020

ASW

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“…In the University of California system, at least 12% of graduate students are parents (University of California, 2019). These graduate students face challenges in earning essential career achievements, such as publications, conference presentations, and fellowships (Kulp, 2020). They also worry about faculty and peer reactions, as well as facing microaggressions toward being pregnant while in a doctoral program (Yalango, 2019).…”

Section: Pregnancy and Higher Educationmentioning

confidence: 99%

Overlapping Stigmas of Pregnancy, Motherhood, and Weight: Policy Implications for Employment and Higher Education

Skorinko

Rodriguez

Doyle

2020

Policy Insights from the Behavioral and Brain Sciences

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Pregnant women and new mothers experience numerous biases: they are inappropriately touched, less likely to be hired or promoted, paid less, and subjected to a host of stereotypes. Pregnant women and mothers are perceived as warm and maternal, but also incompetent and uncommitted. If they return to work, they are perceived as cold, but still incompetent, and uncommitted. These stigmas worsen when pregnant women are heavier, as weight-based stigmas add additional biases. This article explores the overlapping stigmas of pregnancy, motherhood, and weight in the workplace and higher education. Each has implications for policies. Addressing the stigmas for pregnant women and mothers will increase diversity in the workforce and higher education. The COVID-19 pandemic brings additional pressures on pregnant women and mothers.

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“…Furthermore, a gender gap in citations has been observed 1 (Dion et al 2018); a gender bias is present in research grant peer review (Tamblyn et al, 2018); male academics are more likely than women to be accepted to peer-reviewed 2 conferences (Times Higher Education, 2019); and gender plays a significant role in influencing how students rate their instructors -to the disadvantage of women (MacNell et al, 2015). Furthermore, even when women are just as scientifically competent as men, there is still a significant gender gap in career advancement that is not explained by gender differences in productivity (Filandra & Pasqua, 2019; see also Wullum Nielsen, 2016, however compare Madison & Fahlman, 2020;Kulp, 2020), and women are more likely to be steered into part-time positions, making it less likely for them to transfer to full-time positions (Lundby & Warme, 1990).…”

Section: Introductionmentioning

confidence: 99%

“Teach more, but do not expect any applause”: Are Women Doubly Discriminated Against in Universities’ Recruitment Processes?

et al. 2021

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Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in Swedish academia. We analyze 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants.

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Parenting on the Path to the Professoriate: A Focus on Graduate Student Mothers

Cited by 39 publications

References 55 publications

Making it Work

Making it Work

Overlapping Stigmas of Pregnancy, Motherhood, and Weight: Policy Implications for Employment and Higher Education

“Teach more, but do not expect any applause”: Are Women Doubly Discriminated Against in Universities’ Recruitment Processes?

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