'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset.

Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations granted, and pandemic-impacted, anticipated grade outcomes differed according to faculty gender via mixed linear models (data on 362 courses were nested within 80 student reporters). Students perceived their women instructors as more supportive, accommodating, and anticipated lesser course grade decreases across the semester than in courses taught by men. Accordingly, we interpret that amidst the 'lockdown' crisis, women faculty earned higher perceived supportiveness and positive student outcomes than their male counterparts. Further, the data likely reflects women faculty's greater conscription into demonstrated care work, despite the coding of such labor as "feminine," thereby rendering such work devalued. To reframe, to the degree that students expect more 'intensive pedagogies,' which invites faculty and administrators to gender disparate demands, such pressures likely translate to 'hidden service' burdens, and correspondingly, less time for career-advancing activities (such as research). Broader implications are discussed, alongside women faculty's documented experiences of acceleration in career and work/family pressures in pandemic-times, which combine to exacerbate long-standing, yet now-amplified penalties, potentially driving a widening, gendered chasm in academic career outcomes. We conclude by offering constructive suggestions to mitigate any discriminatory impacts imposed by students' gendered assessment inputs and expectations.

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

The purpose of our scholarly personal narrative was to examine how COVID‐19 and an increased awareness of anti‐Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpersonal power domains. Our four composite narratives included (1) Interest convergence, there is no real true investment in change;(2) Institutional intent versus impact, I don't know how it will be incorporated;(3) Perpetuation of Black women's labor, just because it don't look heavy, don't mean it ain't;and (4) Reclaiming my time, and it's not because I don't like them, but it's because I love me. Implications for practice and policy are discussed.

Using "Positioning" Theory to Analyze a Female School Teacher's Experiences with Care Work during COVID-19 in India: Towards Decolonizing Feminist Research

The past few decades have been marked by growing awareness about the need to move beyond Anglocentric/Eurocentric epistemes, to instead engage in intellectual projects that effectively (re)present the voices and consciousness of marginalized populations (Manion & Shah, 2019). The term decolonizing research methodologies has thus come to acquire a central place within feminist research in the field of Comparative and International Education (CIE), with rallying calls to foreground the complexities and uniqueness of the lived realities of women through non-hierarchical and non-dichotomous modes of meaning-making (Lugones, 2010). However, methodological literature on decolonizing feminist research is largely linked to the data collection phase, with limited engagement with how to effectively analyze data once it is collected. This study demonstrates the use of positioning theory, a form of discourse analysis, as a decolonial analytical framework to investigate the micro details of a female school teacher's experiences with care work during COVID-19 in India. The analysis revealed the shifting, often contextual nature of the identities that the participant claimed for herself throughout the narrative, such as a pampered daughter, critical observer, adjusting daughter-in-law, guilty mother, and strategic choice maker. The study ends by making a case for the potential use of positioning theory towards decolonizing feminist research because of its ability to draw attention to the multiple and/or contradictory identities that participants claim for themselves throughout the discursive interaction.

Maternidad Fronteriza amidst COVID-19 Pandemic: "Testimonios" of "Mami"Scholars' Resistance

Recognizing that the burdens of Women of Color and mothers were augmented by the global pandemic and by the failure of institutions of higher education to equitably accommodate the needs of these populations, we shed light on the specific struggles experienced by MamiScholars in the era of COVID-19 in this article. We share our testimonios through the documentations of our MamiScholar realities to contest dominant narratives that would otherwise continue to undermine the legitimacy of our needs and demands during COVID-19. We further coin and define the concept of maternidad fronteriza, exploring the balance of being mothers of littles ones on the tenure clock. This article advances our understandings of challenges MotherScholars of Color face in institutions of higher education while providing recommendations about specific changes universities can make to produce equitable outcomes that address their specific needs.

The Impact of COVID-19 Pandemic on MotherScholars: A Comparative Case Study of United States and Australian Higher Education Women Faculty Role Strain

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.

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

The purpose of our scholarly personal narrative was to examine how COVID-19 and an increased awareness of anti-Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpersonal power domains. Our four composite narratives included (1) Interest convergence, there is no real true investment in change;(2) Institutional intent versus impact, I don't know how it will be incorporated;(3) Perpetuation of Black women's labor, just because it don't look heavy, don't mean it ain't;and (4) Reclaiming my time, and it's not because I don't like them, but it's because I love me. Implications for practice and policy are discussed.

Black Women Faculty and Administrators Navigating COVID-19, Social Unrest, and Academia: Challenges and Strategies.

Black women faculty and administrators in the United States are tackling a force of socioeconomic and racial disparities, emotional tolls and invisible burdens within academia, political turmoil, social unrest, and public health crises. COVID-19 has added an additional layer related to work responsibilities, the overall well-being of Black women faculty and administrators and the diverse students they encounter, and management of work and home responsibilities. This paper discusses perspectives and evidence-based strategies regarding Black women faculty and administrators who navigate academia and teach during times of COVID-19 and social unrest. We also outline strategies for university leaders to mitigate cultural and racial gaps in the classroom or workplace and foster diversity and inclusion in academia.

The Relation of Paternalistic Leadership with Glass Ceiling Syndrome

Women are exposed to barriers in their work-life that are not stated clearly. Although these invisible barriers occur in many sectors, they are common in the education sector. So, this study aimed to reveal the relation between the paternalistic leadership displayed by principals in traditional collectivist cultures and the glass ceiling syndrome experienced by female teachers. For this reason, the correlation survey model was used in the research. Female teachers living in Istanbul were selected with the appropriate sampling method due to the COVID-19 outbreak. "The Paternal Leadership Behaviors Scale of School Principals" and "Glass Ceiling Syndrome Scale for Female Teachers" were applied to 358 female teachers. Applied t-test, correlation, ANOVA, and regression analysis. As a result of statistical analysis, it saw that the benevolent, moral, authoritarian, and exploitative leadership behaviors perceived by teachers significantly predicted the perceptions of glass ceiling syndrome. Although benevolent, moral, authoritarian, exploitative paternalistic leadership behaviors mainly indicated teachers' perception of the glass ceiling, they were even low. Especially authoritarian and exploitative paternalistic leadership behaviors explained 5% of the total variance in teachers' perception of the glass ceiling syndrome.