Gender and the Lived Body Experience of Academic Work during COVID-19

Autor/inn/en	Rode, Jennifer; Kennedy, Eileen; Littlejohn, Allison
Titel	Gender and the Lived Body Experience of Academic Work during COVID-19
Quelle	In: Learning, Media and Technology, 47 (2022) 1, S.109-124 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rode, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2031214
Schlagwörter	COVID-19; Pandemics; Higher Education; Online Courses; Distance Education; Technology Uses in Education; College Faculty; Teacher Attitudes; Adjustment (to Environment); School Closing; Human Body; Gender Bias; Women Faculty; Coping; Foreign Countries; Family Work Relationship; Disabilities; Socioeconomic Status; Responsibility; United Kingdom (London) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Menschlicher Körper; Geschlechterstereotyp; Frauenakademie; Weibliche Gelehrte; Bewältigung; Ausland; Handicap; Behinderung; Socio-economic status; Sozioökonomischer Status; Verantwortungsübernahme; Zuständigkeit
Abstract	The rapid transition to online teaching in response to Covid-19 presented unprecedented challenges for academic communities. Staff had vastly different experiences of engaging with technology, and these experiences are shaped by factors including gender, (dis)ability, socio-economic resources and caring responsibilities. We report findings from an intersectional interview examination of how 412 staff in a large London-based university adapted to teaching and researching from home at the beginning of lockdown during the COVID-19 pandemic. In this article, we construct grounded theory around the divisibility of the body, and the conflicts arising from the need to span home and work-life, our findings illustrate how patterns of inequity for women academics converge to construct ways of managing the boundary work of home and work with different degrees of successes. We document how management support and/ or existing expertise were vital to enable women academics to overcome obstacles to equitable work.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11