A Feminist Perspective on Parental Leave Policies

Sallee, Margaret W.

doi:10.1007/s10755-007-9049-5

Cited by 9 publications

(27 citation statements)

References 14 publications

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“…First, a positive departmental climate is associated with faculty success, especially for female faculty with children (Campbell & O’Meara, 2014; Mason & Ekman, 2007; Mason & Goulden, 2004; O’Meara & Campbell, 2011). Second, senior leadership (e.g., president, deans) are responsible for ensuring that department chairs are on board with promoting institutional work–family policies, given that chairs are critical in enabling faculty to balance their work and family roles (Sallee, 2008). Department chairs also matter because early tenure-line faculty have limited information about how to best navigate the department culture and attain tenure (Lester, 2013); chairs can clarify the rules of the game to assist female faculty members in becoming successful (Campbell & O’Meara, 2014; Trower & Chait, 2002).…”

Section: Resultsmentioning

confidence: 99%

“…Several work-family scholars argued for more equitable work-family policies for both male and female academics (Colbeck & Drago, 2005;Lundquist et al, 2012). They suggested that policies should recognize that female faculty members face physical demands on their bodies due to childbirth in addition to demands of caregiving, while also making it possible for faculty fathers to equally engage in caregiving (Lundquist et al, 2012;O'Meara & Campbell, 2011;Sallee, 2008Sallee, , 2013. To ensure that family-friendly policies are used for their intended purpose and not as a way of increasing productivity (as during a sabbatical), scholars have suggested that productivity during family leave should not count in tenure evaluations (e.g., Colbeck & Drago, 2005).…”

Section: Literature On Institutional Work-family Policies and Practicementioning

confidence: 99%

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Family or Future in the Academy?

Ahmad

2016

Review of Educational Research

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This article critically reviews recent literature on the relationship between family formation and academic-career progression, emphasizing obstacles women face seeking a tenured position and beyond. Evidence indicates that the pipeline model is dominated by "ideal worker" norms. These norms impose rigid, tightly coupled, sequential, time-bound requirements on aspiring academics, making the raising of young children and advancing an academic career incompatible. Studies indicate that women with PhDs and young children are disproportionately more likely to leak out of the tenuretrack pipeline. Lack of family friendliness is one of the chief reasons why women opt out of tenure-track careers. One way to increase the proportion of tenured women is to adapt the pipeline model by bolstering institutional work-family policies and providing child care centers. Departmental leaders can ensure that making use of work-family policies does not negatively affect tenure decisions. Collecting longitudinal data to evaluate how well policies are working is critical.

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Section: Resultsmentioning

confidence: 99%

Section: Literature On Institutional Work-family Policies and Practicementioning

confidence: 99%

Family or Future in the Academy?

Ahmad

2016

Review of Educational Research

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“…Maher et al (2004) found that many women encountered one or more major obstacles that delayed progress, including: child-care responsibilities; disruption of family life due to death or divorce, and/or the inability to secure stable funding (see also Dey and Hill, 2008;Sallee, 2008). Finally, women reported less success in securing research experiences that aided dissertation efforts as well as a lack of confidence in their ability to navigate implicit institutional mores.…”

Section: Literature Reviewmentioning

confidence: 99%

The lived experiences of female educational leadership doctoral students

Mansfield

Welton

Lee

et al. 2010

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to understand the challenges facing, and the opportunities available to, female graduate students in educational leadership departments. Design/methodology/approach -The study used qualitative methods to explore the constructs of educational leadership preparation and mentorship of female graduate students. Qualitative methods, specifically a questionnaire and a collaborative focus group, were informed by the work of feminist theory and were used to explore participants' experiences and perceptions with the larger purpose of understanding the implications of their experiences for the development of strategies and programs intended to support female graduate students. Findings -The following themes emerged from the participants' stories: constraints within the organizational culture, personal and familial sacrifice, struggles with identity, questioning self, and experiences with mentoring. Practical implications -The findings have important implications for the roles university leadership preparation program structures might play in supporting female graduate students and their career success. The findings also offer recommendations for the development of mentoring programs for female graduate students. Originality/value -Currently, there is an exceptional lack of research documenting the lived experiences of female doctoral students, particularly research that can be used to inform policy and program development. To that end, the qualitative study described in this paper helps in understanding the challenges facing, and the opportunities available to, female graduate students in educational leadership departments as well as in understanding the implications of such experiences for the development of strategies and programs intended to support female graduate students.

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“…Supported by findings from Salee (2008), family leave policies appeared to greatly impact the changes in family dynamics. Two of the mothers expressed that due to paternal leave their husbands had been able to take on more of the childcare responsibilities in the beginning weeks, helping to establish the fathers' connection to their children and their responsibilities within the household.…”

Section: Mamas' Solutions For Mamasmentioning

confidence: 91%

A Feminist Focus Group Analysis of Women's Experiences in Postpartum Yoga Classes with Babies Present

Russell

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Women in the postpartum period face a number of physical and emotional challenges that research results indicate could be alleviated through exercise. Unfortunately, many new mothers are unable to participate in regular exercise due to a variety of personal and societally constructed obstacles. There is a growing trend to incorporate babies into yoga classes in an effort to increase the accessibility of postpartum exercise. There has been limited research conducted regarding the effectiveness of this emerging trend, and none have examined the feelings of participants engaged in mother and baby yoga classes. To address this gap in the literature, the experiences of 17 new mothers who participated in mother and baby yoga classes were explored. Four focus group semi-structured interviews were conducted utilizing feminist methodology designed to create an egalitarian and empowering experience. A thematic data analysis produced 12 higherorder themes aggregated into four preliminary general categories, including transformation, therapeutic experiences in class, community in class, and mamas' solutions for mamas. Results indicated that mothers relied on these classes to provide physical and emotional healing during their transition to motherhood. Mother and baby yoga classes provided educational, social, and exercise opportunities for the women. The mother and baby yoga classes offered a unique format to provide health and wellness benefits to a potentially vulnerable and underserved population. v ACKNOWLEDGMENTS First and foremost, I thank my committee members for their dedication and expertise. Thank you, Dr. Theodore Butryn, my committee chair, for patient and empowering encouragement throughout that was impressive and inspiring. I also thank Dr. Emily Wughalter for scrupulous attention to detail that challenged me to write meticulously and research rigorously. To Dr. Matthew Masucci, I offer thanks for pep talks and thought provoking questions that forced me to deeply engage in feminist theory and research. This project was generously funded by the Western Society for the Physical Education of College Women and the Dr. David Furst Scholarship in Sport Studies. The participants were truly touched to hear of this support. Many thanks to my dear husband, Will, thank you for all of your support and love. You are truly one of the most devout feminists I have ever known. To Trillium, my daughter, this project was born with you and I aspire to be a better person every day because of you. I hope that you never experience a moment of doubt in what you can accomplish in this world. To my mother Linda, thank you. Your ability to resist, and to envision a different reality for me is a shining example of a mother's love. Last but not least, I give thanks to the beautiful yoga teachers who hold a space for mamas and offer a source of light to the world. And very special thanks to the inspiring mothers who shared their stories. I appreciate your candor and your optimism regarding the world that can be. I truly believe that your su...

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A Feminist Perspective on Parental Leave Policies

Cited by 9 publications

References 14 publications

Family or Future in the Academy?

Family or Future in the Academy?

The lived experiences of female educational leadership doctoral students

A Feminist Focus Group Analysis of Women's Experiences in Postpartum Yoga Classes with Babies Present

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