List-keepers and other carrier bag stories: Academic mothers' (in)visible labor during the COVID-19 pandemic.

Beginning in 2020, the COVID-19 pandemic disrupted familiar rhythms of work and life when academic women from the United States sheltered-in-place in their homes. The pandemic brought forth challenges which accentuated that caregiving with little or no support disproportionately affected mothers' abilities to navigate their new lives inside the home, where work and caregiving abruptly collided. This article takes on the (in)visible labor of academic mothers during this time-the labor mothers saw and viscerally experienced, yet that which was often unseen/unexperienced by others. Using Ursula K. Le Guin's Carrier Bag Theory as a conceptual framework, the authors engage with interviews of 54 academic mothers through a feminist-narrative lens. They craft stories of carrying (in)visible labor, isolation, simultaneity, and list-keeping as they navigate the mundaneness of everyday pandemic home/work/life. Through unrelenting responsibilities and expectations, they each find ways to carry it all, as they carry on.

Mental distress among Indonesian academic mothers during enforced remote working

Working from home as a preventive measure against the spread of COVID-19 has extensively impacted the mental health of academics worldwide. Interviewing 73 Indonesian academics who are also mothers, the current article investigates key impacts of mental distress among them during enforced remote working in the country, and how they encountered sociocultural stressors at home. This study found that the primary triggers for their mental distress included a problematic transition from office-based to home-based work, feelings of helplessness at home, and the use of multiple learning technologies at home. This paper discusses recommendations to aid problem-solving in this area. [ FROM AUTHOR] Copyright of Journal of Further & Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Women in higher education: exclusion, inclusion and seclusion

This literature review is conceptually rooted in intersectional feminism and Harding's (2004) standpoint theory. I assert and affirm my positionality as a black woman from the Global South as I unpack the literature on women in higher education. I use the concepts of inclusion and exclusion to illustrate that while women are unequivocally in higher education, they remain largely out of positions of power. The concept of seclusion is used to describe women's and institutions' obscured and hidden behaviors that reinforce gendered patterns of women's subsistence in higher education. The review also highlights two key persistent challenges, namely, that of the impossibility of work life balance, especially, but not only, for academic mothers;and of being a black woman in academia. I offer insight into the devastating impacts of covid-19 on women academics and academic mothers. The review also identifies strategies used to make qualitative shifts in women's occupation of higher education spaces. © 2023 Elsevier Ltd. All rights reserved.

Reflections from academic mothers of young children on social work research and education

The COVID-19 pandemic has had a profound societal impact with unprecedented impact on women's labor force participation, including among academic mothers. Yet, persistent gendered and racialized inequities in academia remain structurally unaddressed, including in social work. We believe that as social work educators we are well-positioned to develop an academic culture that helps us refocus on what matters most;redefine excellence in teaching, service, and research;and make academic practice more equitable. To this end, we convened a group of social work academic mothers, representing various identities at teaching and research-intensive institutions, to offer collective perspectives and recommendations for structural change within the social work academy to buffer the impact of the COVID-19 pandemic and exacerbating racial and gendered disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Lived Experiences of Mothering and Teaching during the Pandemic: A Narrative Inquiry on College Faculty Mothers in the Philippines

How do academic mothers navigate their embodied selves in a disembodied academic life? More particularly, how do mothers in Philippine Higher Education balance the demands of mothering and teaching during the pandemic? This qualitative study used a narrative inquiry approach involving in-depth interviews with academic mothers from various faculties and ranks at some Philippine Higher Education Institutions. This approach explored the complex and often contradictory discourses surrounding the tension between the polarizing models of the ideal caring mother and ideal academic, trying to excel in both roles during the pandemic. The research began with an overview by way of a literature review of the pre-pandemic mother academics. It then reflected on eight mother college professors who balanced their careers with childcare, some with adult care, as this pandemic amplified deeply ingrained traditional social norms that perpetuate social inequities. Finally, it concluded that the two domains—academy and family—remained inhospitable to professing mothers in the Philippines. This study proposed that care work should be valorized, work–family narratives normalized and mainstreamed, and public and educational policies that support mothering and teaching rethought.

Women in higher education: exclusion, inclusion and seclusion

This literature review is conceptually rooted in intersectional feminism and Harding's (2004) standpoint theory. I assert and affirm my positionality as a black woman from the Global South as I unpack the literature on women in higher education. I use the concepts of inclusion and exclusion to illustrate that while women are unequivocally in higher education, they remain largely out of positions of power. The concept of seclusion is used to describe women's and institutions' obscured and hidden behaviors that reinforce gendered patterns of women's subsistence in higher education. The review also highlights two key persistent challenges, namely, that of the impossibility of work life balance, especially, but not only, for academic mothers;and of being a black woman in academia. I offer insight into the devastating impacts of covid-19 on women academics and academic mothers. The review also identifies strategies used to make qualitative shifts in women's occupation of higher education spaces.

The disappearing research agendas of mother‐scholars in academia during the COVID‐19 pandemic: Autoethnographic studies

It is not new for mother‐scholars to face challenges in balancing work and life demands;however, the COVID‐19 pandemic has redefined the meaning of mother‐scholars as they maneuver working from home, caring for their dependents, and maintaining their research productivity. The following manuscript is a collection of autoethnographic studies of the experiences of four women of differing ranks in the academy: pre‐tenure, mid‐career, and late‐career. What they all have in common is caregiving responsibilities that abruptly derailed their research agendas when the pandemic interrupted their lives.