Dancing Backwards in High Heels: Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students

El-Alayli, Amani; Hansen-Brown, Ashley A.; Ceynar, Michelle L.

doi:10.1007/s11199-017-0872-6

Cited by 188 publications

(142 citation statements)

References 49 publications

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“…We did not seek to ask or answer questions like, "what do female-identifying biology instruc-tors…?" As such, gender identity, while playing a strong role in the overall lived experience of the instructor, including in teaching (El-Alayli et al 2018), or other demographic identities, do not appear in the results and discussion. As such, we limit our discussion to be discipline-specific for individuals with experience teaching at research-intensive institutions.…”

Section: Discussionmentioning

confidence: 85%

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

Yoho

Foster

Urban‐Lurain

et al. 2019

Discip Interdscip Sci Educ Res

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Structure and function is an essential crosscutting concept in undergraduate STEM education and appears in numerous disciplines and contexts from the introductory to advanced levels. This concept is exemplified by enzyme binding, a topic spanning biology, biochemistry, and chemistry. We interviewed 13 instructors with primary instructional appointments in these fields, focusing on how they think about and also teach structure and function in their courses. We focused on how they define the component terms, "structure" and "function," their personal learning development, and how they view the interactions among these three disciplines. Overall, we found that context and terminology appear to be key factors in these conversations, as well as in the classroom. These instructors, in reflecting on their own educational development, do not consider that they developed their understanding in an undergraduate classroom. Instead, they focused on research experiences, graduate studies, postdoctoral work, or even, teaching appointments as essential points for their own knowledge. These instructors held strong opinions about interactions among the disciplines, both from the perspectives of cross-talk and what their students experience. These opinions generally center on individual instructors' opinions of other disciplines, apparent inclination to collaborate on teaching across disciplinary lines, and general preconceptions of other fields. Overall, this work has implications on the path forward for undergraduate teaching and learning of structure and function.

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Section: Discussionmentioning

confidence: 85%

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

Yoho

Foster

Urban‐Lurain

et al. 2019

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…As both Müller and Manne note, women are adversely impacted by the expectation that they perform this kind of labor. For instance, in academia, women researchers are disproportionately asked to advise students, engage in additional service requirements (like serving on committees), and provide support for male colleagues (Guarino and Borden ; El‐Alayli, Hansen‐Brown, Ceynar ). This impedes their career advancement because they have less free time than do their male counterparts (Müller , 9).…”

Section: Something Old: Materials Readings Of (S)mentioning

confidence: 99%

From Standpoint Epistemology to Epistemic Oppression

Toole¹

2019

Hypatia

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Standpoint epistemology is committed to a cluster of views that pays special attention to the role of social identity in knowledge-acquisition. Of particular interest here is the situated knowledge thesis. This thesis holds that for certain propositions p, whether an epistemic agent is in a position to know that p depends on some nonepistemic facts related to the epistemic agent's social identity. In this article, I examine two possible ways to interpret this thesis. My first goal here is to clarify existing interpretations of this thesis that appear in the literature but that are undeveloped and often mistakenly conflated. In so doing, I aim to make clear the different versions of standpoint epistemology that one might accept and defend. This project is of significance, I argue, because standpoint epistemology provides helpful tools for understanding a phenomenon of recent interest: epistemic oppression. My second goal is to provide an analysis that makes clear how each of the readings I put forth can be used to illuminate forms of epistemic oppression.The landscape of epistemology is changing. Epistemologists are no longer concerned solely with questions regarding what conditions are necessary for knowledge or how knowledge is transmitted; they have instead shifted their attention to concerns regarding our epistemic practices and how those practices might oppress. Epistemic oppression, the unwarranted exclusion or obstruction of certain epistemic agents from the practices of knowledge-production (Dotson 2012, 2014), has been the focus of much work produced by feminist epistemologists in the last decade, and rightly so. If the aim of epistemology is to bring us closer to truth, then any practice that threatens to subvert this aim ought to be thoroughly investigated. 1 In this article, I argue that in order to understand, address, and eliminate epistemic oppression, we must appeal to the conceptual tools made available by standpoint epistemology.Broadly speaking, standpoint epistemology is committed to the thesis that some nonepistemic features related to an agent's social identity make a difference to what an epistemic agent is in a position to know (Hartsock 1983;Haraway 1988;Harding

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“…In academia a disproportionate amount of teaching-related emotional work falls on the shoulders of female professors; in particular [13] highlights the extra burden on female faculty. Add to this the gender bias in student evaluations of teaching, which have been explored at least since the publication of [4].…”

Section: Emotional Dimensions Of Teachingmentioning

confidence: 99%

Emotional Labor in Mathematics: Reflections on Mathematical Communities, Mentoring Structures, and EDGE

Karaali

2019

Association for Women in Mathematics Series

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Terms such as "affective labor" and "emotional labor" pepper feminist critiques of the workplace. Though there are theoretical nuances between the two phrases, both kinds of labor involve the management of emotions; some acts associated with these constructs involve caring, listening, comforting, reassuring, and smiling. In this article I explore the different ways academic mathematicians are called to provide emotional labor in the discipline, thereby illuminating a rarely visible component of a mathematical life in the academy. Underlying this work is my contention that a conceptualization of labor involved in managing emotions is of value to the project of understanding the character, values, and boundaries of such a life. In order to investigate the various dimensions of emotional labor in the context of academic mathematics, I extend the basic framework of Morris and Feldman [33] and then apply this extended framework to the mathematical sciences. Other researchers have mainly focused on the negative effects of emotional labor on a laborer's physical, emotional, and mental health, and several examples in this article align with this framing. However, at the end of the article, I argue that mathematical communities and mentoring structures such as EDGE help diminish some of the negative aspects of emotional labor while also accentuating the positives.

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Dancing Backwards in High Heels: Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students

Cited by 188 publications

References 49 publications

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

From Standpoint Epistemology to Epistemic Oppression

Emotional Labor in Mathematics: Reflections on Mathematical Communities, Mentoring Structures, and EDGE

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