Family or Future in the Academy?

Autor/in	Ahmad, Seher
Titel	Family or Future in the Academy?
Quelle	In: Review of Educational Research, 87 (2017) 1, S.204-239 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654316631626
Schlagwörter	Females; Women Faculty; Higher Education; Family Work Relationship; Doctoral Degrees; Young Children; Tenure; Personnel Policy; Child Care; Equal Opportunities (Jobs); Teacher Promotion; Literature Reviews; Marital Status; Productivity; Gender Differences + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral degree; Doktorgrad; Frühe Kindheit; Amtszeit; Beschäftigungsdauer; Personalpolitik; Kinderfürsorge; Kinderbetreuung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Familienstand; Produktivität; Geschlechterkonflikt
Abstract	This article critically reviews recent literature on the relationship between family formation and academic-career progression, emphasizing obstacles women face seeking a tenured position and beyond. Evidence indicates that the pipeline model is dominated by "ideal worker" norms. These norms impose rigid, tightly coupled, sequential, time-bound requirements on aspiring academics, making the raising of young children and advancing an academic career incompatible. Studies indicate that women with PhDs and young children are disproportionately more likely to leak out of the tenure-track pipeline. Lack of family friendliness is one of the chief reasons why women opt out of tenure-track careers. One way to increase the proportion of tenured women is to adapt the pipeline model by bolstering institutional work-family policies and providing child care centers. Departmental leaders can ensure that making use of work-family policies does not negatively affect tenure decisions. Collecting longitudinal data to evaluate how well policies are working is critical. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01