Who Am I? Mother or Scholar? Perceptions of Identity of MotherScholars During the COVID-19 Pandemic

• In Event: Division J Vice Presidential Session. The Faculty Work Life Needs of Mother-Scholars in the Time of COVID-19

Abstract

The purpose of this study is to examine the impact COVID-19 had on mothers employed in higher education or MotherScholars (Lapayese, 2012; Matias, 2011) and on their perceptions of identity within roles of mother and scholar. The delicate balancing of multiple roles within the work force is evident in someone who may define herself as a Scholar-Practitioner or as a teacher who engages in action research recognizing that learning leads to meaning and meaning leads to learning (Piantanida, McMahon, & Llewellyn, 2019).

The primary theoretical construct for the study is based on the Symbolic Interaction and Social Identity Theories and Multidimensional Identity Model (Cornell & Lyness, 2004; Glickman & Carey, 1993; Kemmery & Compton, 2014; Kemmery, 2015). Past experiences, interactions with others, and setting impact how an individual views self.

The study seeks to supply the MotherScholars’ perspectives/experiences of identity and work-life balance during the pandemic through completing a survey and providing answer responses. Through use of phenomenological research design, emphasis can be placed on personal perspectives and interpretations of experiences during the pandemic as they relate to work-life balance and identity (Lester, 1999; Spradley, 1979). MotherScholars were asked to discuss their intellectual work and how maternal identity impacted academic work specifically during the pandemic.

Quantitative variables pertaining to the demographic characteristics of mothers as well as themes that emerged from the answer responses of 35 women were analyzed from the data source. The researcher transcribed the answer responses, then analyzed and interpreted them using the constant comparative approach (Strauss & Corbin, 1990). Initial themes resulting from first-round analysis reveal MotherScholars appreciate a flexible schedule to meet the needs of multiple roles, finding a balance between mothering and working is difficult but an absolute priority, and productivity has declined due to the impact of COVID-19 but this is okay. As one MotherScholar shared, it is important to be realistic, to stop apologizing, and to give grace to selves and others. Initial findings from this study are identity as MotherScholar is self-determined, it is fluid, and there is a sense of management and resiliency that comes along with maintaining identity.

Findings from this study will provide a glimpse into how MotherScholars’ perceptions of identity were influenced or affected by the COVID-19 pandemic and how they strove to achieve or maintain work-life balance during a pandemic. Since learning as a Scholar-Practitioner is discursive and deliberative, individuals are encouraged to share their stories with others and to form a Community of Practice in which to nurture their growth and development (Piantanida, McMahon, & Llewellyn, 2019). The same could be said for MotherScholars – they are stronger together than apart in shared experiences! As MotherScholars who are living, working, and caregiving at this very moment, it is crucial to take a look at MotherScholars and to bring them together for solidarity and support as they define themselves and as they attempt to achieve work-life balance both now and hopefully after the pandemic.

Author

• Megan Reister, Franciscan University of Steubenville