A Phenomenological Investigation of Academic Momism: Perceptions of Female College Faculty's Role Expectations in High-Stakes STEM Courses

Autor/in	Cempa-Danziger, Donna
Titel	A Phenomenological Investigation of Academic Momism: Perceptions of Female College Faculty's Role Expectations in High-Stakes STEM Courses
Quelle	(2022), (215 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Molloy University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4233-7
Schlagwörter	Hochschulschrift; Dissertation; Women Faculty; Attitudes; Teacher Role; Expectation; STEM Education; Mothers; Power Structure; Males; Sex Stereotypes; Sex Role; Teacher Student Relationship; Self Actualization; Interpersonal Relationship; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frauenakademie; Weibliche Gelehrte; Attitude; Einstellung; Verhalten; Lehrerrolle; Expectancy; Erwartung; STEM; Mother; Mutter; Male; Männliches Geschlecht; Geschlechterrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Self actualisation; Selbstverwirklichung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This qualitative phenomenological study looked at how female faculty in higher education who teach high-stakes courses may experience a role of academic momism (AM) and how they negotiate their roles and responses within a patriarchal system. Gender bias and prescriptive stereotyping of women as communal may lead female STEM instructors to be perceived more as "academic mothers" (Bernard, 1964) rather than respected academicians. Within higher education institutions, students often perceive their female professors as more concerned about their emotional well-being, nurturing, service oriented, and less academic when compared to male faculty members. The demanding nature of high-stakes courses in STEM-oriented programs within higher education can increase student demands. This has been further exacerbated by the COVID-19 pandemic. The culminations of these oppressive factors may play a role in female STEM faculty's career path, thus affecting their presence in academia. Interviews were conducted with 15 female participants teaching at community, state, and private colleges in Northeast metropolitan and suburban areas. Themes included systemic stereotyping, teacher-student interactions, and instructor self-actualization. A notable finding included the lack of sisterhood between female faculty members within the same department and with those who hold a higher position. This study adds important findings of female STEM faculty experiences of student--teacher relationships, gender bias, role expectations, the changes brought about due to the COVID-19 pandemic, and more specifically, their experiences of AM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01