Work/Life Integration: Women Administrators in Student Affairs Managing Work and Family

• In Event: The Impact of Ideal Worker Norms on Student Affairs Professionals

Abstract

Objectives or Purposes
The paper discusses the challenges associated with work/life management in student affairs followed by strategies for managing both. The paper concludes with implications for student affairs mothers, their institutions, and the profession. By better understanding work/life issues, challenges, and possible solutions that challenge ideal worker norms, professionals can strategically change the work culture, redesign work, implement training programs, and tailor career programs or assistance strategies enabling employees to be more engaged, productive, and fulfilled.
Theoretical Frameworks
The ideal worker refers to the “person who is willing to put work before all else, whose time to spend at work is unlimited, and for whom the demands of family, community, and personal life are secondary or at least rendered invisible in the workplace” (Kolb, Williams, & Frohlinger, 2010, p. 11). In a world of do more with less, extreme job expectations and 24/7 obligations exacerbate the conflict between responsibilities for family and success at work. Student affairs workplace culture and norms align with the ideal worker (Nobbe & Manning, 1997; Wilk, 2016). The ideal worker myth serves as a barrier to successful work/life management in student affairs (Wilk, 2016). Ideal worker norms offer insights into student affairs workplace culture, as the nature of these positions lend themselves to someone who is expected to put work before all other responsibilities.
Methods
Primary data originated from personal interviews with 25 senior-level, cisgender female higher education administrators with children. Participants also shared their curriculum vitas, organizational charts, and job descriptions. Data were analyzed via open and axial coding (Creswell, 2013). Once themes were identified, the constant comparative method was employed to identify themes that cut across interviews (Boeije, 2002). Findings related to the successful integration of work and family as well as strategies for successful navigation follow.
Results
Through the process of regular self-reflection, women prioritized their needs and created their own definitions of success. Physical and emotional needs came first. Participants recognized that when their lives were out of sync and the demands were extreme, they sacrificed their health. Multi-tasking did not allow for focused attention. Often distracted or preoccupied with their multiple responsibilities, participants were unable to be fully present either at home or at work. Additionally, participants had diverse and expansive support systems, including strong, behind the scenes supporters such as family, friends, employers, mentors, and role models. Women who were able to maintain successful work and family lives did so when support mechanisms were in place. Participants thrived when they were aware of their personal and professional limitations.
Significance
While the integration of work and family is highly personalized, this paper concludes with tangible implications for practice. This paper provides concrete advice for ways that student affairs professionals can alter their practices in order to improve their work/life integration. The implications lend themselves to graduate students, mid-career professionals, and senior-level administrators.

Author

• Sarah Marshall, Central Michigan University