Theory into Research Practice: Reflections and Recommendations on Collaborative Feminist Research

Harvey, Rebecca G.; Brown, Kristina S.; Miller, Bobbi J.; Williams-Reade, Jacqueline; Tyndall, Lisa; Murphy, Megan J.

doi:10.1080/08952833.2016.1235410

Cited by 10 publications

(4 citation statements)

References 19 publications

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“…To further protect participant identities and the noted similarities across participants' descriptions relevant to and within the themes, quotes were not individually labeled with pseudonyms. Findings are presented to the reader as "one" voice with the intention of increasing power to the collective experience through feminist tenets of research (Harvey et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

et al. 2021

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Objective: We explored the experiences of academic mothers traversing the simultaneous demands of parenting and their professional roles throughout the pandemic to better understand the impact of COVID-19 on engagement in scholarship. Background: In response to reports of reduced scholarship by women across academic disciplines, the goal of this study was to understand the lived experiences of women scholars who identify as mothers. Method: Academic women, including faculty and students, completed an online survey with demographic items and open-ended questions. From the collected data, responses from participants who identified as mothers (n = 51) were analyzed using thematic analysis. Results: Analysis of the data revealed that participants' roles as parents and scholarly women were inextricably intertwined, each serving as foundational components of their identities, a reality highlighted by the exacerbating stressors associated with COVID-19. Altered childcare demands, conflicting roles, and relational changes emerged as consequences of the ongoing pandemic, which compromised participants' ability to effectively attend to different aspects of their identity and sometimes resulted in the development of negative emotions. Conclusion: Participants identified additional responsibilities due to the ongoing pandemic. Feeling pulled between their often-conflicting personal and professional identities, academic mothers cited a lack of supportive professional structures, which became more evident during COVID-19, as a barrier to their pursuit of scholarship. Implications: This study aligned with previous scholarly documentation of historical gendered bias common within academia. The potential long-term professional impact of

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Section: Resultsmentioning

confidence: 99%

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

et al. 2021

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“…In a separate article (Brown et al, 2021d), we shared our experiences through a co-constructed feminist-informed autoethnography without attribution of quotes to any singular member. With the goal of unifying our voices in this paper consistent with feminist tenets of research (Harvey et al, 2016), we included quotes in this article from all 16 researchers that were representative of our collective experience.…”

Section: Introductionmentioning

confidence: 99%

“Part of Something Larger than Myself”: Lessons Learned From a Multidisciplinary, Multicultural, and Multilingual International Research Team of Academic Women

Brown

Farwell

Bender

et al. 2022

International Journal of Qualitative Methods

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Bringing our collective experiences of past collaborations through a virtual connection, we created an international research team of 16 multidiscipline, multicultural, and multilingual academic women called “COVID GAP” (Gendered Academic Productivity) to explore the ongoing challenges and effects of COVID-19. Identifying as insider researchers, we engaged in a two-phase, primarily qualitative research project to better understand the lived experiences of academics during the pandemic. Our past individual experiences with cooperative research informed our roles and responsibilities and how we organized and communicated. This article is a reflection of how COVID GAP has refined our collaborative process in response to an evolving comprehension of our own lessons learned including understanding the nature of cooperative research and that it takes time and effort. From our experience, we provide specific recommendations for group collaborations emphasizing the need to identify a team coordinator to organize efforts, the establishment of a safe and equitable working environment for all involved, and the explicit attention to building a network for research partnerships.

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“…We were emboldened as a team to give voice and speak truth about the gendered experiences of academia that were being highlighted by the pandemic. To this end, we utilized direct quotes without attribution to a singular research team member in the presentation of our experience; we joined our voices to both amplify and protect individual reflections per the tenets of feminist research (Harvey et al, 2016) as doing this further enriches polyvocal storytelling of the co-constructed autoethnography intended (Arthur et al, 2017). Without dismissing any insights, we reflected on and investigated perspectives shared by all research team members as a co-constructed narrative (Hemmings, 2011).…”

Section: Discussionmentioning

confidence: 99%

“Set Your Soul on Fire”: A Feminist-Informed Co-Constructed Autoethnography of Sixteen Multidiscipline, Multicultural, and Multilingual Globally Located Academic Women Exploring Gendered Academic Productivity During COVID-19

Brown

Bender

Lambrechts

et al. 2022

AM J QUALITATIVE RES

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This co-constructed autoethnographic reflection presents the experiences of our feminist-informed research team, COVID GAP (Gendered Academic Productivity), a group of sixteen women who collaborated to investigate reports of reduced academic contributions from women-identified scholars during the pandemic. As insider researchers, we joined together in a virtual space with the shared goal to better understand women academics' lived experiences of the impact of the pandemic specifically as related to their academic productivity. Throughout our work together as a research team, we have reflected on how the pandemic has impacted each of us as academic women and how participation in the COVID GAP research group provided us with the opportunity to engage in interdisciplinary scholarship and collaboration. We shared our process of co-creating our research team, our intersectionality as academics, and our gendered experiences of how scholarly productivity serves as currency throughout academia. Utilizing quotes from all members, we unified our voices in feminist accord concluding with recommendations for fellow academic women.

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Theory into Research Practice: Reflections and Recommendations on Collaborative Feminist Research

Cited by 10 publications

References 19 publications

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

Academic women and their children: Parenting during COVID‐19 and the impact on scholarly productivity

“Part of Something Larger than Myself”: Lessons Learned From a Multidisciplinary, Multicultural, and Multilingual International Research Team of Academic Women

“Set Your Soul on Fire”: A Feminist-Informed Co-Constructed Autoethnography of Sixteen Multidiscipline, Multicultural, and Multilingual Globally Located Academic Women Exploring Gendered Academic Productivity During COVID-19

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