faculty have families too
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Faculty Have Families Too. Why are work/family issues important?. Almost all faculty members will face some kind of family issue during their careers, and the growing participation of women in the faculty has increased concern about balancing work and family. - PowerPoint PPT PresentationTRANSCRIPT
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Faculty Have Families Too
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Why are work/family issues important?
Almost all faculty members will face some kind of family issue during their careers, and the growing participation of women in the faculty has increased concern about balancing work and family.
Sensitivity to work/family issues can make faculty more satisfied and productive.
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Why are work/family issues important?
Family policies may affect recruitment and retention of qualified faculty and may be particularly important to female faculty.
“The success of faculty members in balancing their academic careers with family responsibilities is a matter of more than individual happiness: it is also a matter of addressing structural inequities and attracting the most qualified candidates to the academic profession.”
John W. Curtis (2004), "Balancing work and Family for the Faculty: Why It's Important"
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What Common Family Issues Do Faculty Face? Children
childbirth and adoption finding safe affordable childcare
Illness Care giving
for aging parents for an ill or disabled child, spouse or other relative
Quality of family life finding time for family responsibilities employment for partners
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Women faculty and work/family policies: Gender and family issues
both men and women have family responsibilities and/or face family and personal emergencies
but women have traditionally felt those pressures most strongly, particularly in the case of childcare & eldercare
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Women faculty and work/family policies: Gender and family issues
Research suggests that women remain important caregivers for aging or ill parents at time when the population of the elderly is growing
Only women give birth
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"Women who have children soon after receiving their PhDs are much less likely to achieve tenure than men who have children at the same point in their careers.”
Joan C. Williams (2004),
"Hitting the Maternal Wall"
Women faculty and work/family policies:
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Childcare: Who is affected? New faculty who want families or who already
have families must balance their responsibilities against institutional requirements for tenure.
"Biological clocks and tenure clocks have the unfortunate tendency to tick loudly, clearly, and at the same time."
Kelly Ward and Lisa Wolf-Wendel (2004),"Fear Factor: How Safe Is It to Make Time for Family"
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Even tenured faculty can find themselves part of the "sandwich" generation responsible for both children and aging parents while still trying to fulfill institutional expectations. This may have implications for post-tenure review.
Some research suggests that "mommy tracking" explains the concentration of female faculty in contingent positions and non-doctoral institutions.
How are women faculty affected?
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Family Formation and Academic Careers
The tenure probationary period and childrearing occur at the same life stage
Women having a baby prior to 5 years after receiving a PhD are less likely than other women to achieve tenure. The same is not true for men.
Mason and Goulden, “Do Babies Matter?”Academe, Nov-Dec 2002
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Family Formation and Academic Careers
Women who earn tenure are much more likely than tenured men not to have children.
Tenured women in science are more likely than other tenured women not to have children.
Women with children are more likely to consider leaving academia.
Mason and Goulden, “Do Babies Matter?” Academe, Nov-Dec 2002
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Family Formation and Academic Careers
Faculty women who give birth early in their academic careers are more likely to be in the academic “second tier”: in part-time or non-tenure-track positions or at community colleges or non-research institutions.
Mason and Goulden, “Do Babies Matter?”
Academe, Nov-Dec 2002
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There are minimal requirements that all institutions must meet:
Federal Law
Pregnancy Discrimination Act Requires employers to provide the same disability
benefits for pregnancy as for other physical disabilities
This usually means 6 weeks of leave for normal childbirth
For more information: see “Pregnancy and the Academy: Questions and Answers for Faculty and Administrators”
by Saranna R.Thornton, available from the AAUP
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There are minimal requirements that all institutions must meet:
Federal Law
FMLA [Family and Medical Leave Act]
Requires 12 weeks of unpaid leave for family responsibilities for eligible faculty (those with 1,250 hours on the job in the previous year) for eligible family responsibilities including childbirth and adoption or serious illness
For more information see “Pregnancy and the Academy: Questions and Answers for Faculty and Administrators” by Donna R. Euben
and Saranna R.Thornton, available from the AAUP
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There are minimal requirements that all institutions must meet:
State laws
May go beyond FMLA:
Recognition of domestic partners
Requirements for paid leave for childbirth or other family related responsibilities
Eligibility requirements for unpaid leave
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Institutions may also have to meet the following:
Individual university policies
collective bargaining agreements
other campus policies
individual department or school policies
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AAUP Recommendations for Best Practices
1974 “Statement on Leaves of Absence for Child-Bearing, Child-Rearing and Family Emergencies” was superseded by
2001 “Statement of Principles on Family Responsibilities and Academic Work”
The full text of the 2001 statement is available on the AAUP website
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AAUP Recommendations for Best Practices
Some Ways that Institutions Can Help: Information:
community resources
registered daycare and eldercare centers
Counseling: family and marriage counseling
caregiver support groups
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AAUP Recommendations for Best Practices
Ways that Institutions Can Help (cont.) Resources:
on-campus daycare
eldercare centers
family resource centers
Time: stopping the tenure clock for family-related leaves when
requested
schedules that reflect family responsibilities
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AAUP Recommendations for Best Practices
Ways that Institutions Can Help (cont.) Flexibility in scheduling to accommodate work/family
responsibilities Equitable treatment for faculty taking leaves (paid or unpaid) for
family or personal emergencies Stopping the tenure clock during the probationary period for a
maximum of two years Paid leave for pregnancy, adoption and physical disabilities Subsidized child care Institutional support for faculty caring for relatives, spouses or
partners Extend benefits to domestic partners
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What’s happening on Your Campus?
Some questions to consider
University Policies:
What are they? Are they clear and readily available? Are they in line with other institutions similar to
yours? Do they meet the needs of your faculty?
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What’s happening on Your Campus
Some questions to consider
Practices:
Do deans, department chairs and other administrators understand their role in the process?
Do faculty feel comfortable asking for leave or other accommodation for family issues?
What role do department chairs have in facilitating these policies?
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What’s happening on Your Campus
Some questions to consider
Problems:
What real world problems do your faculty face? Are your family policies formal or informal?
Informal policies require more negotiation and are less likely to be consistent
Do your policies cover staff, graduate students, and contingent faculty as well as tenure-track faculty?
Are resources available to make the policies work?
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What Next?
Tools to identify existing problems
Workload surveys
Faculty discussions
Departmental discussions
Focused discussions with junior faculty
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What Next?
Some possible actions
Press for improvement in areas where campus policies fall below the norm for other colleges and universities
Provide information for department chairs, deans and others about national law and campus policies
Advertise existing policies more effectively
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What Next?
Some possible actions
Use new faculty orientation and other forums to make sure faculty are aware of their rights
Identify a particular goal of importance to your faculty and advocate for policy change
Track the use of existing policies on your campus and make the results available