View in EDS HTML Full Text PDF Full Text

Faculty Fathers: Understanding the Experiences of Faculty Men with Children during the COVID-19 Pandemic

Saved in:
Bibliographic Details
Title: Faculty Fathers: Understanding the Experiences of Faculty Men with Children during the COVID-19 Pandemic
Language: English
Authors: Blakewood Pascale, Amanda, Ehrlich, Suzanne, Hicks-Roof, Kristen
Source: New Directions for Higher Education. Fall 2022 (199):89-101.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Males, Fathers, Employed Parents, Pandemics, COVID-19, Experience
DOI: 10.1002/he.20452
ISSN: 0271-0560
1536-0741
Abstract: To effectively cultivate systems of equity, it is important to not only understand the experiences of those who are most affected by inequity but also of those who are in positions of power and privilege. This study explores how faculty men with children navigated the pandemic experience. Two major thematic findings emerged including 'Not (as) Interrupted' and '"I" feel supported'. These findings suggest that academic fathers may be emerging from the pandemic positioned differently than academic mothers. This research has implications for higher education administrators and faculty in the shaping of practice and policies aimed at equitably supporting faculty post-pandemic.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1355784
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:To effectively cultivate systems of equity, it is important to not only understand the experiences of those who are most affected by inequity but also of those who are in positions of power and privilege. This study explores how faculty men with children navigated the pandemic experience. Two major thematic findings emerged including 'Not (as) Interrupted' and '"I" feel supported'. These findings suggest that academic fathers may be emerging from the pandemic positioned differently than academic mothers. This research has implications for higher education administrators and faculty in the shaping of practice and policies aimed at equitably supporting faculty post-pandemic.
ISSN:0271-0560
1536-0741
DOI:10.1002/he.20452