“Good” Places to Work: Women Faculty, Community Colleges, Academic Work, and Family Integration

Kelly Ward; Lisa Wolf-Wendel

doi:10.1002/cc.20261

Work and family integration

Equal Opportunities International ◽

10.1108/02610150410787828 ◽

2004 ◽

Vol 23 (1/2) ◽

pp. 1-5 ◽

Cited By ~ 11

Author(s):

Ronald J. Burke

Keyword(s):

Work And Family ◽

Family Integration

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Women Faculty in Community Colleges: Investigating the Mystery

Community College Review ◽

10.1177/009155219802600305 ◽

1998 ◽

Vol 26 (3) ◽

pp. 77-88 ◽

Cited By ~ 3

Author(s):

Sandra L. Clark

Keyword(s):

Community Colleges ◽

Women Faculty

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Intersecting work and family: The influence of relational beliefs and behaviors on work–family integration

Journal of Management & Organization ◽

10.5172/jmo.837.14.4.345 ◽

2008 ◽

Vol 14 (4) ◽

pp. 345-366 ◽

Cited By ~ 4

Author(s):

Denise M Polk

Keyword(s):

Mutual Influence ◽

Spousal Support ◽

Negative Influence ◽

Work And Family ◽

Relational Identity ◽

Spillover Theory ◽

Integrate Work ◽

Family Integration ◽

Work Family ◽

The Relationship

AbstractStrategies to integrate work and family have caught the attention of organizations, institutions, academics and families, and many people are motivated to find ways to blend these two domains. Spillover theory, whose tenets surround the mutual influence of home and work, provides a useful framework for understanding better what contributes to achieving work–family integration. Although much of the existing research focuses on the negative influence of these domains, some evidence exists that they positively influence one another as well. This study uses hierarchical multiple regression to test hypotheses about relational identity on positive and negative work–family spillover and considers perceived spousal support and relational equity as moderators. Results reveal that perceived spousal support predicts positive spillover and that it moderates the relationship between relational identity and negative spillover. Other results are discussed as well as limitations and future directions.

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The pipeline of physiology courses in community colleges: to university, medical school, and beyond

AJP Advances in Physiology Education ◽

10.1152/advan.00141.2016 ◽

2016 ◽

Vol 40 (4) ◽

pp. 473-476 ◽

Cited By ~ 4

Author(s):

Jenny McFarland ◽

Pamela Pape-Lindstrom

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Medical School ◽

Community College Students ◽

Health Care Professionals ◽

Work And Family ◽

School Students ◽

Stem Majors ◽

Anatomy And Physiology

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Intersecting work and family: The influence of relational beliefs and behaviors on work–family integration

Journal of Management & Organization ◽

10.1017/s1833367200003138 ◽

2008 ◽

Vol 14 (4) ◽

pp. 345-366

Author(s):

Denise M Polk

Keyword(s):

Mutual Influence ◽

Spousal Support ◽

Negative Influence ◽

Work And Family ◽

Relational Identity ◽

Spillover Theory ◽

Integrate Work ◽

Family Integration ◽

Work Family ◽

The Relationship

AbstractStrategies to integrate work and family have caught the attention of organizations, institutions, academics and families, and many people are motivated to find ways to blend these two domains. Spillover theory, whose tenets surround the mutual influence of home and work, provides a useful framework for understanding better what contributes to achieving work–family integration. Although much of the existing research focuses on the negative influence of these domains, some evidence exists that they positively influence one another as well. This study uses hierarchical multiple regression to test hypotheses about relational identity on positive and negative work–family spillover and considers perceived spousal support and relational equity as moderators. Results reveal that perceived spousal support predicts positive spillover and that it moderates the relationship between relational identity and negative spillover. Other results are discussed as well as limitations and future directions.

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Paying the price? Academic work and parenting during COVID-19

Canadian Medical Education Journal ◽

10.36834/cmej.72873 ◽

2022 ◽

Author(s):

Jennifer LP Protudjer ◽

Jackie Gruber ◽

Dylan Mckay ◽

Linda Larcombe

Keyword(s):

Mental Health ◽

Online Survey ◽

Common Law ◽

Academic Work ◽

Health Sciences ◽

Women Faculty ◽

Health Impacts ◽

Working At Home ◽

Women In Academia ◽

At Home

Introduction: The shift to remote working/learning to slow transmission of the SARS-CoV-2 virus has had widespread mental health impacts. We aimed to describe how the COVID-19 pandemic impacted the mental health of students and faculty within a health sciences faculty at a central Canadian university. Methods: Via an online survey, we queried mental health in the first four months of the COVID-19 pandemic quantitatively (scale: 1 (most negative)-100 (most positive)) and qualitatively. Results: The sample (n = 110) was predominantly women (faculty 39/59; [66.1%]; students 46/50; [92.0%]). Most faculty were married/common law (50/60; [84.8%]) and had children at home (36/60; [60.0%]); the opposite was true for most students. Faculty and students self-reported comparable mental health (40.47±24.26 and 37.62±26.13; respectively). Amongst women, those with vs. without children at home, reported significantly worse mental health impacts (31.78±23.68 vs. 44.29±27.98; respectively, p = 0.032). Qualitative themes included: “Sharing resources,” “spending money,” “few changes,” for those without children at home; “working at home can be isolating,” including the subtheme, “balancing act”: “working in isolation,” “working more,” for those with children at home. Discussion: Amongst women in academia, including both students and faculty, those with children at home have disproportionately worse mental health than those without children at home.

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