This exploratory qualitative study focused on understanding the work-life experiences of academic parents during the COVID-19 pandemic. We provide multiple theoretical and policy implications to engage during and beyond the pandemic while ending with a challenge: how can the lessons learned from the pandemic inform the development of more…

While working towards tenure, faculty members are rewarded for enacting ideal worker norms (Acker, 1990) or prioritizing work resulting in high levels and quality of production over other components of one's life. Striving to meet ideal worker norms has real costs to faculty members who may experience high levels of stress, negative health…

The COVID-19 pandemic has refocused higher education on issues of work-life conflict among faculty members with children. This study draws from interviews with 13 heterosexual couples (26 participants) who were employed as faculty members and who cared for at least one child during the pandemic. Using the theory of perceived organizational…

This chapter describes the themes that emerged in this volume with attention to important policy implications on the federal, state, and institutional levels. Recommendations for future research are provided.

This chapter explores how contingent faculty address the issue of work and family and demonstrates the importance of understanding the diversity of contingent faculty experiences and of underemployment rather than notions of the ideal worker to explain their work lives.

This chapter explores the work-life experiences of administrators as well as whether and how the ideal worker model affects those experiences. Departmental and supervisory differences and technology complicate administrators' work-life experiences.

This chapter explores how mid-career tenured women faculty, who are mothers and academics, manage multiple roles. The women represent faculty at a variety of institutional types and in a variety of disciplines. The chapter looks at these experiences in light of ideal worker norms.

A professor who uses a stop-the-clock policy cannot be certain that his or her total work output will be evaluated as if he or she had a normal probationary period. (Contains 1 table.)

Having a child creates priorities, adds perspective, and helps women to be clear about what they can do (and what they are willing to do) to succeed as a faculty member.

Mothers get caught between the prescriptive image of the ideal worker and the prescriptive image of the ideal mother.

Institutional leaders should consider the consequences of policies, practices, and social forces that force women to choose between work and family. (Contains 2 tables.)

Universities reported that when work/family policies were used, they often inspired loyalty and a sense of community among faculty. (Contains 4 tables.)