By D. Lynn O'Brien Hallstein, Andrea O'Reilly
Participants aspect what it ability to be an instructional mom and to contemplate educational motherhood, whereas additionally exploring either the non-public and particular institutional demanding situations educational girls face, the multifaceted options varied educational ladies are enforcing to regulate these demanding situations, and investigating diversified theoretical percentages for the way we expect approximately educational motherhood.
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Extra info for Academic Motherhood in a Post-Second Wave Context. Challenges, Strategies, and Possibilities
Professors do not normally work set hours in an office as most professionals do: their work is done in the evenings, and on weekends, and often undertaken at home. As well, university teaching is less task-driven than other careers: unlike law or medicine where the work and its completion are clearly defined and marked as when a course case or a surgery is concluded, academic work has less clearly defined boundaries of completion: there are always more articles to read to develop an academic essay and another student waiting to discuss their assignment.
As well, it results in most women mothering alone in the isolation of their home, feeling overwhelmed and exhausted, as many of chapters in this book detail. Moreover, since no mother can achieve idealized motherhood, women bring to their lived experiences of mothering self-recrimination, anxiety, doubt, and guilt, which are only further encouraged by the institutionalized career-path norms and ideal-worker expectations of academia. In turn, mothers who do not seek to achieve idealised motherhood, either by choice or circumstance, are labelled ‘unfit’ mothers who will find themselves and their mothering under public scrutiny and surveillance.
Indeed, the chapters reveal that contemporary motherhood is neither straightforward nor simple. The chapters, in fact, have considered the ongoing specific challenges academic mothers have faced, the strategies they have developed to negotiate the challenges of their postsecond wave split subjectivity, and new intellectual possibilities for how we think about contemporary academic motherhood, while revealing that much more work needs to be done and that the conversation within a post-second wave context must continue.