This is an article wrote by two scholars, Linda J. Sax and Kathleen J. Lehman, discusses how female faculty members have been found to make choices that accommodate their families, reduce working hours to address nonwork obligations, and sacrifice work success to balance other roles.
Mazerolle, S. M., & Barrett, J. L. (2018). Work-life balance in higher education for women: perspectives of athletic training faculty. Athletic Training Education Journal, 13(3), 248-258. https://doi.org/10.4085/1303248
Context:
Women are largely underrepresented in science fields in academe, and most often issues with motherhood and career-life balancing are identified as reasons. In athletic training, career-life balancing has become the dominant factor in women leaving the field, as they feel they cannot fulfill the roles of mother, spouse, and athletic trainer adequately.
Objective:
To better understand the perceptions of women athletic training faculty members regarding balancing their roles in higher education and those outside of the workplace.
Design:
Interpretative phenomenological analysis study, with semistructured interviews.
Setting:
Higher education institutions sponsoring Commission on Accreditation of Athletic Training Education–accredited athletic training programs.
Patients or Other Participants:
Sixteen (8 with children, 8 without children) women athletic training faculty participated. Ten were married at the time of the interview, 3 were single, 2 were engaged, and 1 was in the process of getting a divorce.
Main Outcome Measure(s):
Each participant completed a one-on-one interview with a researcher and all data were coded following interpretative phenomenological analysis. Data saturation was attained. We completed member checks, peer review, and researcher triangulation for credibility.
Results:
We found that motherhood was perceived to be a challenge and balancing the role of motherhood created conflict. Despite concerns for motherhood and balancing faculty roles, higher education was perceived to provide flexibility. Support networks and individual strategies were common to manage the responsibilities of faculty as well as nonfaculty roles.
Conclusions:
Our results demonstrated that higher education cultivates a climate of balance through flexible workplace arrangements and that support networks are necessary to create role balancing in and out of the workplace. Finally, time management and organization are necessary for women to establish balance, regardless of roles outside of the workplace (eg, spouse, mother, friend).
