By D. Lynn O'Brien Hallstein, Andrea O'Reilly
Members element what it capability to be an educational mom and to contemplate educational motherhood, whereas additionally exploring either the private and particular institutional demanding situations educational ladies face, the multifaceted recommendations varied educational girls are enforcing to control these demanding situations, and investigating assorted theoretical probabilities for a way we expect approximately educational motherhood.
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Additional resources for Academic Motherhood in a Post-Second Wave Context. Challenges, Strategies, and Possibilities
The maternal thinking and psychological responsibility for managing and executing family life described above) and action. What is needed, in other words, is a re-positioning of the word mother from a noun to a verb so that the work of mothering is rendered separate from the identity of mother; that care is divested of biology such that family configurations can be based on the caregiving that is necessary to sustain families rather than gender roles based on biology. In the context of the scholarship and activism on maternal empowerment such requires that we move from a politic of maternalism to that which Judith Stadtman Tucker perceptively defines as a “feminist ethic of care” framework: As with maternalism, feminist care ethic designates caring for others as an essential social function.
In short, we believe that the ongoing conversation this book suggests reveals that it is now time to use a new framework that aims to work toward maternal empowerment for mothers in general and academic mothers specifically, while also finding ways to eradicate neo-traditional family configurations. It is past time to acknowledge that mothers need empowerment not for their children but for themselves, and academic mothers are no different. As the second decade of the twenty-first century unfolds, we hope that our new framework and the conversation that has begun in this book will prove valuable to academic mothers and, hopefully, non-normative fathers as we continue to advocate for maternal empowerment for mothers and non-normative family configurations.
4) Indeed, as Mason elaborates further in a 2003 interview, “Academic women are expected to work hardest during their tenure-track years, precisely when their biological clocks are ticking the loudest … these busy career-building years are also the most likely the reproductive years” (cited in Wilson 3). Academic women’s fertility is also affected by kinds of jobs available in academia. According to Wolfinger, Mason and Goulden, another impediment to academic fertility is the paucity of well-paid part-time professional options that allow an academic mother to “stay in the game” or maintain her professional status while also mothering.
Academic Motherhood in a Post-Second Wave Context. Challenges, Strategies, and Possibilities by D. Lynn O'Brien Hallstein, Andrea O'Reilly