Videoconferencing: A Further Complication of the Dual Nature of Motherscholars

• In Event: The Lived Experiences of Motherscholars as Teacher Educators in the Time of COVID-19

Abstract

As a result of the COVID-19 pandemic many motherscholars are living a new reality, a reality in which their work and mother roles have intertwined in new, and often unimaginable, ways. Video Conferencing software means that faculty can continue to perform many of their duties virtually. This ability to remain connected to students and colleagues is important but often taxing and invasive, particularly for motherscholars. This presentation will examine:
the impact of mothering as an academic during a pandemic
videoconferencing experiences of motherscholars
the impact of videoconferencing on the larger higher education community
Our research will employ a qualitative research methodology and utilize case studies to provide a thick, detailed description of the participants and their experiences as motherscholars utilizing various videoconferencing during the pandemic (Merriam, 2002). Specifically, we will examine and apply a feminist theory framework. Feminist theory frames this research appropriately as its roots are invested in equity among genders. Feminist theory allows for an examination of a potential imbalance in expectations among genders within the home and workplace and how these dynamics may have been exacerbated during the current pandemic.
We have distributed a qualtrics survey to self-identified motherscholars in the Academic Mamas and Academic Mamas of Kids with Disabilities facebook groups. Research participants will be selected through purposeful sampling based on their consent to be interviewed and various demographics, as we seek to include voices from motherscholars who self-identify as members of marginalized communities such as, but not limited to, the BIPOC and LGBTQ+ community. In addition to interviews, our data will include videoconferencing recordings, social media postings, and other participant artifacts.
While our research is still in the preliminary stages, it is our belief that this research study will illuminate inequities, specifically those created through video conferencing, that motherscholars face during a global pandemic. Issues of gender are not new; we know that women with children often earn less than men and other women without children (Glynn & Powers, 2012; National Committee on Pay Equity, 2012). These issues seem to be more prevalent in academia, where motherscholars are less likely to progress through the academic pipeline than their colleagues (Wolfinger, Mason, & Goulden, 2008). The pandemic has brought additional challenges to motherscholars. We are currently seeing documentation of this, including preliminary research that indicates that motherscholars are submitting less research during the pandemic (Nelson & Early, 2020). There is a need to explore and draw attention to the new obstacles motherscholars are facing. We also believe that this research will provide information to serve as a catalyst for support and solutions. While many administrators in academia often claim support for motherscholars, we argue that such support is perfunctory, as evidenced by recent bans of children on college campuses across the nation. Research that identifies and specifies the barriers faced by motherscholars could serve as an impetus for change.

Authors

• Amber Wagnon, Stephen F. Austin State University

• Heather Dean, California State University - Stanislaus