Practicing What We Teach? An Autobiographical Reflection on Navigating Academia as a Single Mother

Autor/in	Schlehofer, Michele
Titel	Practicing What We Teach? An Autobiographical Reflection on Navigating Academia as a Single Mother
Quelle	In: Journal of Community Psychology, 40 (2012) 1, S.112-128 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20490
Schlagwörter	Feminism; Mothers; Psychologists; Career Education; Employment; Educational Psychology; Work Environment; Models; Promotion (Occupational); Autobiographies; Females; Universities + Suchen Sie Ihr Suchwort? Feminismus; Mother; Mutter; Psychologist; Psychologe; Psychologin; Arbeitslehre; Dienstverhältnis; Erziehungspsychologie; Pädagogische Psychologie; Arbeitsmilieu; Analogiemodell; Aufstiegsberuf; Berufsförderung; Autobiography; Autobiografie; Autobiographie; Weibliches Geschlecht; University; Universität
Abstract	Despite the contributions of feminist theory and practice to improve workplace conditions in various sectors of business and industry, academic workplaces largely remain structured around a traditionally hierarchical, male workplace model and culture, which can inhibit women's career advancement. Using autobiographical narrative, I draw upon my own experiences as a single mother working in the academy to highlight women's acceptance and advancement in the academy. These experiences illustrate many themes pertaining to how women are evaluated at work, differential treatment of female versus male faculty and mothers versus childless women, and women's abilities to balance work and family. I conclude with recommendations for how we as feminist community psychologists can improve our own academic work environments. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10