Abstract
For students in higher education, the pandemic brought about some lasting educational changes. There are more online courses and program options, more social-emotional support services, and increased resources to support student learning. Conversely, faculty lives are very similar to what they were before the pandemic, with some notable work-creep. In addition to traditional responsibilities, professors are doing more virtual meetings and online teaching, and devising ways to support students as they find their new normal. For motherscholars, this back-to-normal-plus-extras environment can be devastating. While the refrain to “get back to normal” gave many people comfort, “normal” wasn't such a great space for academic mothers in the first place. Has anything changed for motherscholars and MotherLeaders in higher education post-pandemic? If things haven't changed, then what does that say, about academic mothers and their value in higher education? This chapter will explore this issue and call for an implementation of much-needed practice and policy changes in the academy.
TopBackground
Being an academic mother in higher education compounds professional challenges in numerous ways. Academic mothers, termed motherscholars (Matias & Nishi, 2018), illustrates the interconnectedness between a woman’s life as a professional in higher education, and their life as a mother. Each role informs the other, and elevates both lived experiences, thus making motherscholars desirable workers in the academy. While this idea sounds good in theory, the actual work lives of motherscholars does not provide evidence of that mutually beneficial relationship. The literature reveals challenges for academic mothers, including overt or subtle lack of support for women pursuing tenure and motherhood at the same time, work policies that interfere with family responsibilities, limited or no childcare centers on college campuses, lack of systematized maternity/parental leave and/or the misperception that any leave taken for childbirth or childcare is a “break” and an opportunity to “catch up” on scholarship, and the overall lack of support for systemic policy changes that include stopping the tenure clock, part-time tenure-track positions, and extended time to tenure (Anderson, 2012; Baker, 2012; Birken & Borelli, 2015; Castendeda & Isgro, 2013; Harris, 2015; Hodge, 2017; Hunt, 2015; Isgro & Casteneda, 2015; Jaschik, 2012; Jaschik, 2017; Laypayese, 2012; Lapayese, 2017; Leonard, 2013; Lubrano, 2012; Newman, 2014; Nora, Rochelle, Lopez & Williams, 2017; Rhoads & Rhoads, 2012; Rivera, 2017; Rodino-Colocino, Niesen, Noble & Quail, 2017; Slaughter, 2013; Turban, Freeman & Waber, 2017; Ward & Wolf-Wendel, 2012; White, 2016; Williams & Jessica, 2015; Young, 2015). Though these challenges may appear to only be detrimental to academic mothers, they also negatively impact institutions of higher education in general (Sabat, Lindsey, King, Jones, 2016). Just as unbiased employment policies enable organizations to reach their full potential (Bailyn, 2016), inequitable employment practices have a detrimental effect on both employees and workplace productivity and environment.
Key Terms in this Chapter
Motherscholar: The interconnected, interwoven, seamless nature of a woman as both a mother and a scholar.
MotherLeader: The interwoven nature of a women, mother, and female guide, director, and/or manager; a powerful and nurturing female; an administrative position higher education.
Women: More than one adult, female, person.
Leadership: The position or function of one who guides or directs a group.
Pandemic: A widespread disease that is prevalent across the world at the same time.
Higher Education: Education beyond high school, typically provided by colleges, universities, and or professional schools.