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Balancing Family and Career on the Academic Tightrope

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Author(s)
Penney, Sharon Charlotte

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URI
http://hdl.handle.net/20.500.12424/22237
Online Access
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184396
Abstract
AbstractThis qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.RésuméCe projet de recherche qualitative a exploré les expériences de femmes qui doivent jongler avec les exigences de la vie familiale ou parentale, tout en s’impliquant dans des carrières académiques au sein d’une faculté d’éducation. C’est le travail de onze chercheuses-participantes. Neuf femmes ont fourni un exposé écrit de faits, et toutes ont participé à l’analyse des données. Ces données consistaient en exposés personnels et réflectifs de neuf femmes ayant pris part à un groupe de rédaction de la faculté. L’analyse de ces exposés a permis de révéler cinq thèmes communs aux chercheuses et participantes de cette étude, soit des expériences propres à leur sexe en matière de rôle parental, de seconde carrière académique, de pressions en lien avec le travail académique, de coûts humains et d’engagement vis-à-vis du travail et de la famille. On discute de la portée de ces conclusions en mettant une emphase toute particulière sur la façon dont le groupe de rédaction d’une faculté, organisé selon un modèle relationnel d’interaction, peut être utilisé pour soutenir le personnel non permanent qui a de la difficulté à harmoniser les exigences de la vie parentale et académique.
Date
2015-12-31
Type
info:eu-repo/semantics/article
Identifier
oai:cjhe.journals.publicknowledgeproject.org:article/184396
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184396
Copyright/License
Copyright (c) 2015 Canadian Journal of Higher Education
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Canadian Journal of Higher Education

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