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ERIC Number: EJ726511
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0009-1383
Accept, Avoid, Resist: How Faculty Members Respond to Bias Against Caregiving ... and How Departments Can Help
Colbeck, Carol L.; Drago, Robert
Change: The Magazine of Higher Learning, v37 n6 p10 Nov-Dec 2005
A number of institutions have developed policies designed to foster family-friendly work environments, but bias against caregiving may lead gatekeepers to discourage faculty members from using them. The message sent to faculty and prospective faculty by this scenario is that it is too difficult to be a productive academic and an involved, caring parent at the same time. Therefore, as Mary Ann Mason's and Marc Goulden's research shows, some very capable PhDs, both women and men, select themselves out of the race for tenure-track positions even before they start. Thus the academy loses potentially creative and productive workers. Other PhDs put their careers first, pursue tenure and promotion, and either postpone childbearing until after tenure or minimize family responsibilities to maintain their image as committed and productive academics. In these cases, families may suffer. The authors of this article believe that it should be possible for tenured and tenure-track faculty to simultaneously achieve career success and make and meet commitments to family. Hence, they designed a set of three studies known as "The Mapping Project: Exploring the Terrain of U.S. Colleges and Universities for Faculty and Families," funded by the Alfred P. Sloan Foundation, to explore the extent to which faculty perceive a bias against caregiving, how they respond to it, and how departments and institutions can alleviate that bias. Here, they present the results and the summary of key findings of the project, giving particular focus on the three ways that faculty respond to perceived bias against caregiving in the academic workplace. (Contains 4 resources and 1 note.)
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States