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This book presents interdisciplinary empirical studies about the COVID-19 pandemic’s complex influence on the professional, personal, and family lives of mothers in academia or “MotherScholars”. It calls attention to how the COVID-19 pandemic and higher education's responses to it highlight the historical, societal, and cultural inequities between diverse groups of MotherScholars. The volume represents diverse ethnicities (e.g., Black, Pinay, Asian American), an assortment of disciplines (e.g., sociology, education, psychology, Asian American studies, etc.), and a variety of methodologies (e.g., collaborative autoethnography, photovoice, kuwentos, etc.) to share diverse narratives linked through an identity and pursuit of MotherScholarhood. It addresses the wide range of pressures and influences affecting mothers in academia and tackles the additional burdens and prejudices MotherScholars with marginalized cultural and religious identities face. Taken as a whole, the book presents important and complementary findings through different MotherScholar perspectives, which underscore the complexity of their experience and how it was impacted by a global pandemic. MotherScholaring During the COVID-19 Pandemic will be a key resource for researchers and practitioners of education studies, educational research, educational leadership and policy, educational administration, gender studies, and women’s studies. This book was originally published as a special issue of the Peabody Journal of Education.
There has been little public discussion on the devastating impact of Covid-19 on mothers, or a public acknowledgement that mothering is frontline work in this pandemic. This collection of 45 chapters and with 70 contributors is the first to explore the impact of the pandemic on mothers' care and wage labour in the context of employment, schooling, communities, families, and the relationships of parents and children. With a global perspective and from the standpoint of single, partnered, queer, racialized, Indigenous, economically disadvantaged, disabled, and birthing mothers, the volume examines the increasing complexity and demands of childcare, domestic labour, elder care, and home schooling under the pandemic protocols; the intricacies and difficulties of performing wage labour at home; the impact of the pandemic on mothers' employment; and the strategies mothers have used to manage the competing demands of care and wage labour under COVID-19. By way of creative art, poetry, photography, and creative writing along with scholarly research, the collection seeks to make visible what has been invisibilized and render audible what has been silenced: the care and crisis of motherwork through and after the COVID-19 pandemic.
When stay-at-home orders during the COVID-19 pandemic erased the division between home and school, many parents in the United States were suddenly expected to become their children's teachers. Despite this new arrangement, older gender norms largely remained in place, and these extra child rearing responsibilities fell disproportionately on mothers. Mothering in the Time of Coronavirus explores how they juggled working, supervising at-home learning, and protecting their children's emotional and physical health during the outbreak. Focusing on both remote and essential workers in central New York, Amy Lutz, Sujung (Crystal) Lee, and Baurzhan Bokayev argue that the pandemic transformed an already intensive style of contemporary American child rearing, in which mothers are expected to be constantly available to meet their children's needs even when they are working outside the home, into extremely intensive mothering. The authors investigate the consequences of this shift, and how it is influenced by issues such as class and race. They also bring attention to how and why current public policies are not conducive to the de-intensification of motherhood. Locating their study within larger intersections of gender, family, and education, they contend that to fully appreciate the broader social consequences of COVID-19, we must understand the experiences of mothers.
This book is inspired by academic mothering before and through the COVID-19 pandemic. Featuring diverse enactments of mothering, the authors critique academia's systemic failures, in the pandemic and beyond, fabulating futures in which mothering is valued and supported.
Mothers must not become the forgotten victims of the pandemic. We didn't lose our lives, but many of us lost our sanity. This must never be allowed to happen again. 'The Lockdown Mama Community, ' an online group of mothers built in the wake of the COVID-19, were asked to write about their pregnancy, birth and postpartum experiences during a global pandemic. The aim was a therapeutic exercise to work through the trauma of mothering amid this challenging period in history. What resulted, was a raw, powerful and monumental collective case study showcasing the devastating impact that harsh maternity restrictions had on maternal mental health in the UK. Through 150 honest accounts, we see the value of human connection and the strength that can appear in the most vulnerable moments. Babies were grown, birthed, raised and in some cases, lost, as their mothers were forced alone, restricted and driven to extremes. Huge mistakes were made, of which the profound impact will be felt for years to come. The collective anger of mothers was not going to stay suppressed for long. It's time their stories were heard.
MotherScholars (mothers who work as faculty and staff members within higher education) juggle a multitude of roles—leader, researcher, wife, partner, mother, caregiver, advisor, teacher, mentor, volunteer. MotherScholars’ Perceptions, Experiences, and the Impact on Work-Family Balance shares how MotherScholars can achieve a work-family balance, even during the COVID-19 pandemic, and explores if there truly is a right way to go about achieving this balance. It can be a life-long and, at times, delicate journey as MotherScholars try to choose between the (often too) many opportunities they have before them. Despite the challenges, the opportunity to mother and work in so many capacities as a MotherScholar can lead to satisfaction and fulfilling purpose in a meaningful way as MotherScholars cultivate gratitude while seeking work-family balance, even during a pandemic.
Women and COVID-19: A Clinical and Applied Sociological Focus on Family, Work and Community focuses on women’s lived experiences amid the pandemic, emphasising migrant labourers, ethnic minorities, the poor and disenfranchised, the incarcerated, and victims of gender-based violence, to explore the impact of the pandemic on women. The COVID-19 pandemic highlighted and exacerbated pervasive gender inequalities in homes, schools, and workplaces in the developed world and the Global South. Female workers, particularly those from poor or ethnic minority backgrounds, were often the first to lose their jobs amidst unprecedented layoffs and economic uncertainty. National lockdowns and widespread restrictions blurred the boundaries between work and home life and increased the burden of domestic work on women within patriarchal societies. This so-called ‘new normal’ in everyday life also exposed women to increased levels of gender-based violence and the likelihood of contracting COVID-19 due to overcrowding. This edited volume includes contributions from leading applied and clinical sociologists working and living in Asia, Africa, Europe, and the Americas and gives a global overview of the impact of the pandemic on women. Each chapter adopts an applied and clinical sociological approach in analysing gendered vulnerabilities. The volume innovatively uses personal accounts, including narratives, interviews, autoethnographies, and focus group discussions, to explore women’s lived experiences during the pandemic. This edited collection will greatly interest students, academics, and researchers in the humanities and social sciences with an interest in gender and the impact of the COVID-19 pandemic.
Scholars in COVID Times documents the new and innovative forms of scholarship, community collaboration, and teaching brought about by the COVID-19 pandemic. In this volume, Melissa Castillo Planas and Debra A. Castillo bring together a diverse range of texts, from research-based studies to self-reflective essays, to reexamine what it means to be a publicly engaged scholar in the era of COVID. Between social distancing, masking, and remote teaching—along with the devastating physical and emotional tolls on individuals and families—the disruption of COVID-19 in academia has given motivated scholars an opportunity (or necessitated them) to reconsider how they interact with and inspire students, conduct research, and continue collaborative projects. Addressing a broad range of factors, from anti-Asian racism to pedagogies of resilience and escapism, digital pen pals to international performance, the essays are connected by a flexible, creative approach to community engagement as a core aspect of research and teaching. Timely and urgent, but with long-term implications and applications, Scholars in COVID Times offers a heterogeneous vision of scholarly and pedagogical innovation in an era of contestation and crisis.