Women and work‐home conflict: a dual paradigm approach

Abstract

Work-home conflict of women in a multinational computer organisation was examined in two phases using quantitative and qualitative methods. In Phase 1 a questionnaire was sent to all directly employed females (n = 204), who were also invited to participate in Phase 2, a one-hour on-site focus group. A total of 31 women contributed to four focus groups. In line with previous research, Phase 1 identified the dominant construct to be work interfering with home. Almost one in ten women scored in the highest quartile of possible scores (24 to 30) for work-to-home conflict. In Phase 2, issues such as lack of time and lack of social support, family, careers and guilt were discussed in depth. Central to the development of conflict was commitment to both domains. The different meanings women attached tò`w ork'' and``home'' added to the complexity of these issues. In contrast with past studies, part-time working status was found to contribute to conflict and intensified the feelings of`j uggling'', as did being single. Poor physical and psychological health was a common outcome. A minority of participants experienced positive work-home``spill-over''. Witnessing that other women accepted and acknowledged the negative effects of the stressors was thought to be a first step to resolving them. The dual approach adopted facilitated a greater understanding of the concept of workhome conflict that health professionals may use both to develop and to deliver effective interventions.

The Effect of Family Relationships on Technology-Assisted Supplemental Work and Work-Life Conflict among Academics

“…Hence, even though academics with children engage in TASW, they experience WLC due to not being able to spend that time with their children or, as explained previously, they are unable to disengage themselves from their work (Messersmith, 2007). Thus, the finding of this hypothesis is consistent with previous research which suggests that academics with children are more likely to experience WLC from engaging in supplemental work practices due to the increased demands made by children (Jones & McKenna, 2002;O'Laughlin & Bischoff, 2005;Venkatesh & Vitalari, 1992).…”

“…For example, the responsibility and role demands of academics (in particular women academics) are further known to increase with having a child or a number of children (Russell et al, 2009;Venkatesh & Vitalari, 1992;Ward & Wolf-Wendel, 2004). This therefore increases the WLC experienced by academics (Jones & McKenna, 2002;Russell et al, 2009;Ward & Wolf-Wendel, 2004). Academics with children are less likely than others to engage in TASW at home due to family responsibilities (Venkatesh & Vitalari, 1992).…”

Factors associated with physical activity referral uptake and participation

“…The reduced likelihood of women completing suggests that, despite their positive intention to take part, a range of barriers appear to prevent them from implementing their intention (Gollwitzer et al, 2004). A likely contributor is conflict between competing time commitments as a result of greater domestic responsibility (Kar et al, 1999;Mackey et al, 2002). Multiple social roles of women tends to result in prioritization of others' needs over their own, with detrimental consequences for health and physical activity (Aitchison, 2003), which would logically extend to problems with sustained participation in a physical activity programme.…”

Work-family policies in the context of higher education: Useful or symbolic?

“…work-family issues that have used focus groups to collect qualitative data have been few (Freedman, Litchfield and Warfield 1995;Kirby and Krone 2002;Mackey Jones and McKenna 2002;Rosenzweig, Brennan and Ogilvie 2002). Qualitative data obtained from focus groups can be helpful for developing new understandings about organisational phenomena which employees experience.…”