Literaturnachweis - Detailanzeige
Autor/inn/en | Sotirin, Patty; Goltz, Sonia M. |
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Titel | Academic Dual Career as a Lifeworld Orientation: A Phenomenological Inquiry |
Quelle | In: Review of Higher Education, 42 (2019) 3, S.1207-1232 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-5748 |
Schlagwörter | College Faculty; Institutional Role; Teacher Persistence; Ethics; STEM Education; Women Faculty; Teacher Recruitment; Spouses; Career Development; Job Satisfaction; Interpersonal Relationship; Teacher Attitudes; Social Bias; Family Work Relationship; Quality of Working Life; Emotional Response; Decision Making; Personal Autonomy; Michigan Fakultät; Ethik; STEM; Frauenakademie; Weibliche Gelehrte; Lehrerrekrutierung; Ehepartner; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Arbeitsqualität; Emotionales Verhalten; Decision-making; Entscheidungsfindung; Individuelle Autonomie |
Abstract | We employ a feminist phenomenological methodology to explore the lived meaningfulness of the academic dual career. We contend that university approaches to resolving the "problem" of dual career fail to address partners' long-term commitments and shared challenges. Following an analysis of focus group interviews with dual career academic couples, we find that dual career is not merely a description but a life orientation in itself through which partners engage with personal, relational, and career possibilities and trajectories. We elaborate the thematic issues and ethical responsibilities that universities must come to terms with in order to more adequately facilitate dual careers. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |