DOI
10.32674/jcihe.v14i3
Keywords
Australia, academic, case study, MotherScholars, role strain theory, pandemic, United States
Abstract
This study examines the impact of the COVID-19 pandemic on the experiences of women faculty with children in the United States and Australia as they contend with the blended roles and responsibilities of being a mother and an academic (i.e., MotherScholars). Using interpretive comparative case study design, the researchers interviewed MotherScholars to identify common themes based on roles and responsibilities that emerged as a result of the pandemic-caused shift to remote academic demands. Three primary themes emerged: (a) accumulative burdens, (b) rationalization, and (c) gendered expectations. These themes were explored through the lens of Goode’s (1960) role strain theory to examine the experiences of both groups of MotherScholars. For these MotherScholars the circumstances of the pandemic rendered obsolete many coping mechanisms previously utilized to manage role strain, which contributed to increased role strain from the conflict between the role systems for mother and scholar. While the pandemic affected everyone, this research adds insight into how cultural contexts and norms can mitigate or exacerbate challenging circumstances.
Recommended Citation
Pascale, Amanda B.; Ehrlich, Suzanne; and Hicks-Roof, Kristen K.
(2022)
"The Impact of COVID-19 Pandemic on MotherScholars: A Comparative Case Study of United States and Australian Higher Education Women Faculty Role Strain,"
Journal of Comparative & International Higher Education: Vol. 14:
No.
3, Article 26.
DOI: 10.32674/jcihe.v14i3
Available at:
https://digitalcommons.lib.uconn.edu/jcihe/vol14/iss3/26
