Work and family in the psychology pipeline: Qualitative findings from a national study of trainees and mentors.

Abstract

This article seeks to contribute to the notably scant published literature on balancing the dual roles associated with parenting and professional development in the field of psychology. The authors offer a brief review of work-family dynamics in psychology with a specific focus on changes in the field, caregiver stigma, gender issues, economic instability, and institutional challenges. As part of a larger research study, qualitative responses about experiences in these areas were solicited and coded to understand the poignant themes presented by participants. Themes included experiences in professional training, gender discrimination, lack of support or resources, a desire for greater advocacy, and contentment within pursuing family. These themes are highlighted to acknowledge the current disparities and strengths that future and early career psychologists are confronted with as they transition to their new roles while balancing family planning. Recommendations for areas of support at the individual, interpersonal, and institutional levels are presented.

Attitudes about parenting and family planning among psychology trainees and mentors.

“…While created to be face valid, testing these items on other populations (e.g., medical school trainees) could be useful. Furthermore, conflicts between these results and prior findings (Wilhelmi et al, 2019) may derive from question format. Respondents asked to generally identify support and pressures that they received might have differential recall than if they were asked to comment on specific interactions and experiences.…”

“…The APA Committee on Accreditation is a gatekeeper for training programs and ensures their commitment to cultural and individual differences and diversity (APA, 2018). Consistent with prior recommendations (Wilhelmi et al, 2019), APA could establish an accreditation requirement that programs have made, "systematic, coherent, and long-term efforts to attract and retain students and faculty from diverse backgrounds" (APA, 2018, p. 7) to include those who identify as having or planning a family. Beyond institutionsupported mentorship opportunities, programs may be assessed on the availability of practical family support resources (e.g., child care, paid leave, health insurance, health care, financial aid counseling, pregnancy/nursing support, housing, and transportation); policies and guidelines (e.g., family leave and accommodations), and protections (e.g., discrimination); institutional committees or task forces; and faculty, advisor, and staff trainings.…”

“…Despite these challenges, qualitative data suggest that graduate student parents do not regret their decision to become parents (Wilhelmi et al, 2019). Moreover, some researchers hypothesize that parenting can even promote adult mental health and buffer graduate distress (Zalewski et al, 2017).…”

“…Parents, especially mothers, prematurely leave their graduate program at a higher rate than their childfree peers (Mason et al, 2013). Doctoral student parents also face structural, resource-related, and discriminatory barriers (Calisi, 2018; Wilhelmi et al, 2019; Wladkowski & Mirick, 2020). Rigid course and practica schedules, low wages and higher debt, insufficient lactation accommodations, poor access to affordable childcare, inequities in the ability to attend professional conferences and events, and insufficient benefits (e.g., medical care and sick leave) are particularly problematic for graduate students with dependents (Belasco et al, 2014; Doran et al, 2016).…”

“…For all participants who were parents regardless of training level, respondents answered items relevant to parenting attitudes to better understand cohort beliefs and experiences related to parenting in graduate school, early career (including postdoctoral training), and across the career lifespan. At the end of the survey, a qualitative item was included asking respondents to share their experiences with parenthood in graduate school (see Wilhelmi et al, 2019). Survey completion took approximately 15-20 min to complete.…”