Bias against Caregiving

Drago, Robert; Colbeck, Carol L.; Stauffer, Kai Dawn; Pirretti, Amy; Burkum, Kurt; Fazioli, Jennifer; Lazarro, Gabriela; Habasevich, Tara

doi:10.2307/40252829

Cited by 56 publications

(31 citation statements)

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“…This is consistent with existing scholarship in this area (Allard, et al, 2011;Haas & Hwang, 2009;Sallee, 2012). Some of the male respondents who faced resistance in attempting to take on caring roles negotiated family-friendly arrangements by questioning traditional conceptualisations of the 'ideal worker' (Drago, et al, 2005;Drago, et al, 2006). I argue that invoking a salient parent identity was as a key factor in enabling respondents to challenge gendered organisational practices and hence contribute to the development of familyadaptive workplaces.…”

Section: Men Who Dare To Care: Accessing Parental Leave and Flexible supporting

confidence: 56%

“…While a large literature examines how organisational processes impact negatively on mothers (Australian Bureau of Statistics, 2006;Correll, et al, 2007), identifying the sometimes severe and long-lasting career penalties associated with caregiving (Benschop & Doorewaard, 1998;Drago, et al, 2005;Hardill & Watson, 2004), very little comparable research has been done on men (some exceptions are discussed in Chapter 2). I therefore extend the scholarship by examining whether similar penalties are experienced by men who take on caregiving responsibilities.…”

Section: Employees Invoking Identities To Shape Family-adaptivenessmentioning

confidence: 99%

“…By engaging in bias avoidance, employees aim to counteract the negative impacts on their careers of childcare responsibilities (for example, by delaying parenthood to pursue career goals). Further, Drago and colleagues outline a number of factors which can ensure that workers do not have to engage in bias avoidance strategies, including: the provision of formal policies which enable workers to combine work and caring responsibilities; promotion of a culture where workers are not only permitted but encouraged to avail of work family policies; and bias resistance, whereby workers actively work against policies which impact negatively on those with caring responsibilities (Drago, et al, 2005).…”

Section: Non-managerial Employees and Work-family Balancementioning

confidence: 99%

“…The recognition of the need for a multidimensional approach to work-family balance has resulted in an increasing scholarly focus on 'family supportive' workplaces (Newman & Mathews, 1999;Smith, 1997;Thompson, et al, 1999;Waters & Bardoel, 2006). This literature recognises that in addition to providing formal work-family policies, it is important that a 'culture of inclusion' is fostered within the organisation (Drago, et al, 2005). Research stresses the need to instigate change in both formal structures as well as informal processes in organisations (Wallace, Hunt, & Richards, 1999, p.550).…”

Section: Introductionmentioning

confidence: 99%

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Negotiating career progression and parenthood: family-adaptiveness in an Australian university

Farrelly¹

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Section: Men Who Dare To Care: Accessing Parental Leave and Flexible supporting

confidence: 56%

Section: Employees Invoking Identities To Shape Family-adaptivenessmentioning

confidence: 99%

Section: Non-managerial Employees and Work-family Balancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Negotiating career progression and parenthood: family-adaptiveness in an Australian university

Farrelly¹

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“…Many studies confi rm that female faculty in four-year institutions delay or forgo childbearing because they see family as incompatible with academe and the requirements for tenure and promotion (Armenti, 2004;Drago and others, 2005;Mason and Goulden, 2002;Ward and Wolf-Wendel, 2004). Female faculty note that they chose the community college because they are able to teach while raising a family (Wolf-Wendel, Ward, and Twombly, 2007).…”

Section: The Attractiveness Of Community Colleges To Female Facultymentioning

confidence: 99%

Hiring and recruiting female faculty

Lester

Bers

2010

New Drctns Community Coll

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This chapter explores the attractiveness of community colleges for female faculty. It highlights several areas that need continued improvement to attract and retain female faculty and provides recommendations for changes to policies and practices. Hiring and Recruiting Female Faculty Jaime Lester, Trudy BersThe picture of gender equity in the faculty ranks at community colleges is murky. Community colleges are generally more inclusive to female faculty as compared to four-year institutions. Women represent 49 percent of fulltime and 50 percent of part-time community college faculty, a stark contrast to the low numbers of female faculty in four-year institutions (Cataldi, Fahimi, and Bradburn, 2005). Female faculty at community colleges also receive similar rates of compensation. West and Curtis (2006) found that women' s faculty salaries are 81 percent as a percentage of men' s in all public institutions and 95 percent at public two-year colleges. In contrast, gender segregation continues in traditionally feminized disciplines-professional and academic disciplines that are historically populated by women. English, education, human science, health professions, and library science are primarily dominated by women, with over 65 percent of the faculty being female, while more than 70 percent of the faculty in physical science and security and protective services are male faculty (National Center for Education Statistics, 2009).This chapter explores the attractiveness of community colleges for female faculty in order to understand why female faculty enter community colleges overall but in traditionally feminized disciplines. We also highlight the areas that need continued improvement and provide recommendations for how current leaders and faculty can continue to attract women to the community college and diversify the academic and vocational disciplines in which they are underrepresented. 5

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Ecological factors affecting Infant at Work policies and programs in university settings

DeMaria

Wierenga

Kelly

et al. 2021

Journal of Occupational Health

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Objectives This study identifies the ecological (ie, policy, environment, intrapersonal, and interpersonal) factors affecting the implementation of an Infant at Work program in a university setting. Methods Data were collected among faculty, staff, and graduate students at a large Midwestern university from February to July 2020 via focus group (FG) discussions with university employees (n = 22) and semistructured interviews with university administrators (n = 10). We used techniques from expanded grounded theory, allowing for a constant comparative approach to data contextualization and theme identification. Results Three themes emerged from the FG data: (i) program and policy scope, (ii) employee and employer benefits, and (iii) workplace concerns. Onsite daycares, flexible schedules and participation, and expanded childcare options were some of the programs and policies employees desired. However, barriers to implementing these types of programs include cost, safety, and structure of the work environment. Conclusions Findings offer practical recommendations and strategies to improve work/life balance among parents transitioning back to work in a university environment. Findings also provide insight into the feasibility of family‐friendly workplace policies and environments. Additionally, findings provide a framework for other organizations to implement similar Infant at Work programs to improve employee work/life balance.

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Bias against Caregiving

Cited by 56 publications

References 0 publications

Negotiating career progression and parenthood: family-adaptiveness in an Australian university

Negotiating career progression and parenthood: family-adaptiveness in an Australian university

Hiring and recruiting female faculty

Ecological factors affecting Infant at Work policies and programs in university settings

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