Less money, less children, and less prestige: Differences between male and female academic librarians

Eva, Nicole; Lê, Mê-Linh; Sheriff, John K.

doi:10.1016/j.acalib.2021.102392

Cited by 9 publications

(4 citation statements)

References 29 publications

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“…Gender-related concerns regarding personal and career impacts of the pandemic are particularly significant in the context of academic librarianship due to the high proportion of women in the profession. For example, Eva et al (2021) noted that "academic librarianship is a heavily feminized profession, with women making up between 72 and 74% of the workforce based on statistics in Canada and the US," and argued that, as a result, gender inequalities that are more generally observed in the workplace "are magnified in the library context" (p. 1).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Minello et al (2021) observed that many women felt forced to delay or discontinue research during the pandemic, noting that "the fact that universities did not take…measures (shortened semester/hours) to help parents sent a message to women about their value, and how invisible the burden of motherhood is in academia" (p. 291). Related to this, Eva et al (2021) examined the gender disparity in librarianship, finding for example that female librarians earn an average of $10,000 CDN less annually than their male colleagues and are less likely to attain higher academic ranks (p. 1). They argue that women still have "a long way to go in terms of parity with men in academic librarianship" (p. 9).…”

Section: Areas For Further Researchmentioning

confidence: 99%

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“We Learned As We Went Like Everyone Else”:

Goosney

2024

Partnership

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The global Covid-19 pandemic led to an unprecedented shift in teaching and learning at Canadian universities as campuses closed, in-person classes were suspended, and institutions transitioned to entirely online modes of instruction. This transition included academic libraries, as librarians worked to continue supporting the research and information literacy needs of students during this extraordinary time. In this study, an 18-question survey was distributed to professional librarians at English language and bilingual universities throughout Canada, in order to investigate the experiences of those who were responsible for designing and teaching information literacy between March 2020 and August 2021, the period when most universities were closed to in-person instruction. This research sought to gain insight into the needs and challenges experienced by survey participants as they transitioned to emergency remote teaching (ERT), the strategies they used and supports they received as they navigated the transition, and the of impact of those experiences on their professional and personal lives both during the pandemic, and into the future. The survey findings reveal that, while most librarians in Canada did not have extensive online teaching experience prior to the pandemic, they made significant changes to their instructional practices in order to provide continued information literacy support. While most found this transition to be at least moderately challenging, the majority also report that they have also benefited from these experiences, expanding their instructional repertoire, gaining confidence in their ability to teach online, and acquiring new skills for the future.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Areas For Further Researchmentioning

confidence: 99%

“We Learned As We Went Like Everyone Else”:

Goosney

2024

Partnership

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“…It is not surprising, then, that students may be more inclined to share personal information with librarians who present as women. It is also worth noting that, because women and early career librarians occupy so many of the public-facing roles in libraries (Eva et al, 2021), they are more likely to interact with students in general and are therefore more likely to take on a greater share of personal and emotional support.…”

Section: Social-emotional Labor Gender and Experiencementioning

confidence: 99%

Who Cares? The Invisible Work of Our Most Visible Librarians

Hollis

2023

JoNL

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As many in the field of teaching know, student support can sometimes extend beyond the purely academic into the personal and emotional. This phenomenon may be a natural part of pedagogies focused on holistic student support, but it can also have effects on the professionals that perform this kind of care work. This article draws on the personal experiences of one early-career librarian to examine the relationship between social-emotional labor and the largely feminized field of librarianship. It also draws on language from recent instruction librarian job postings to make recommendations about where research in this area may be needed.

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“…Roma Harris (1992), for example, examines and critiques the feminization of librarianship. Others examine the presence of the glass ceiling for women academic library administrators (Eva, Lê, and Sheriff 2021). While this work has a feminist orientation, it also raises questions, discussed below, about how we identify and define feminist work in our field and why it is important to do so.…”

Section: Theory Use In Lismentioning

confidence: 99%

FemiLISm now!: Identifying and exploring feminist theories and methods in CAIS/ACSI and ASIS&T conference proceedings, 1993-2021

2023

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This paper reports on a systematic literature review of CAIS/ACSI and ASIS&T conference proceedings to identify, analyze, and map the application of feminist theories, methods, and epistemologies across a sample of LIS research. We seek a better understanding of feminist theories in LIS to a) identify how/where it has been taken up (and not taken up); b) identify feminist research themes and influence over time and across subdomains; and c) to consider how to build on intersectional feminist theories and praxis in LIS to move toward a critical intersectional femiLISt movement that is embraced and embedded within our field.

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Less money, less children, and less prestige: Differences between male and female academic librarians

Cited by 9 publications

References 29 publications

“We Learned As We Went Like Everyone Else”:

“We Learned As We Went Like Everyone Else”:

Who Cares? The Invisible Work of Our Most Visible Librarians

FemiLISm now!: Identifying and exploring feminist theories and methods in CAIS/ACSI and ASIS&T conference proceedings, 1993-2021

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