scholarly journals The Emotional Labor of Race-Gender Dialogue in Higher Education

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Gema Cardona
Keyword(s):  
Higher Education ◽  
Emotional Labor

Emotional Labor of Instruction Librarians

2021 ◽  
pp. 104-119
Author(s):  
Lorraine Evans ◽  
Karen Sobel
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Emotional Labor ◽  
Academic Culture ◽  
Student Support ◽  
Support Staff ◽  
Industrial Psychology ◽  
Academic Faculty ◽  
Teaching Faculty ◽  
Personal Challenges

This chapter consolidates aspects of emotional labor that apply to the work of academic faculty and staff. Perspectives will focus on the instructional work librarians do, in the classroom and through research support, and be applied to teaching faculty and support staff in higher education. The collaborative nature of the work, along with the environment and structural components that both enhance and challenge that work, are examined. The chapter describes risk factors that are common and unique to librarianship, such as academic culture, administrative demands, communication, and student support, applying these concepts more broadly in higher education. Pulling from the research on emotional labor, industrial psychology, and the authors' experience in libraries, strategies are presented that can be used or adapted by individuals and departments. Finally, the chapter discusses tensions inherent in the work of those who choose to perform emotional labor: the love of supporting students and faculty through academic and personal challenges versus the exhaustion that sometimes results.

Feminist Co-Mentoring as Advocacy

2021 ◽  
pp. 231-245
Author(s):  
Alyssa Berger ◽  
Nicole R. Gustavsen ◽  
Penelope Wood
Keyword(s):  
Higher Education ◽  
Support System ◽  
Emotional Labor ◽  
Academic Libraries ◽  
Personal Growth ◽  
Peer Mentorship ◽  
Science Technology ◽  
And Mathematics ◽  
Foundational Work

This chapter serves as a case study describing three science, technology, engineering, and mathematics librarians' processes, reflections, and growth through co-mentorship. The authors discuss the processes and limitations of traditional, hierarchical mentorship structures in academic libraries and outline their work moving beyond this model to create and maintain a feminist co-mentorship community. The peer mentorship model is intentionally non-hierarchical and works as a complementary support system alongside formal mentorship relationships. They outline the benefits of this model, which include the provision of support around the emotional labor inherent in working in higher education, balancing professional and personal growth, and navigating the academic landscape. This chapter lays the foundational work the authors undertook to develop their co-mentorship group and community of care and addresses the practical benefits of this work in each of their lives.

The Making of a Teenage Service Class

2017 ◽  
Author(s):  
Ranita Ray
Keyword(s):  
Higher Education ◽  
Community College ◽  
Social Mobility ◽  
Emotional Labor ◽  
Coming Of Age ◽  
Service Class ◽  
Marginalized Youth ◽  
Part Time ◽  
College Classes ◽  
And Training

This chapter describes the complex and vacillating trajectory between higher education and low-wage work that defines the coming-of-age experiences of marginalized youth. Open access to certain institutions of higher education allow youth to postpone degrees indefinitely while claiming to be invested in college through isolated community college classes. This also reinforces the belief that social mobility through higher education is feasible. At the same time, emotional labor involved in the performance of low-wage service work opens up opportunities for autonomy and creativity as it generates more nuanced understandings of expertise and skills. Youth are able to creatively link the wide array of skills they deploy to satisfy their customers to a larger skillset they imagine they are developing through their isolated college classes. The big companies youth work for also convey the idea that workers at the bottom are part of the industry and can climb up the ladder to white-collar jobs through hard work and training. In the end, marginalized youth are channeled into the disposable labor force as they continue to work multiple part-time jobs at low wages while participating in higher education through isolated community college classes.

scholarly journals How Racism Against BIPOC Women Faculty Operates in Social Work Academia

2021 ◽  
Vol 21 (2/3) ◽  
pp. 396-420
Author(s):  
Sameena Azhar ◽  
Kendra P. DeLoach McCutcheon
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Work ◽  
Emotional Labor ◽  
White Supremacy ◽  
Personal Narratives ◽  
The United States ◽  
People Of Color ◽  
Systemic Racism ◽  
Social Work Faculty

In this article, we seek to highlight the ways in which we, as two female social work faculty members whose racial/ethnic identities fall into the categories of Black, Indigenous, and other People of Color (BIPOC), have experienced racism and White supremacy within predominantly White institutions in the United States. We seek to clarify that these experiences are not unique to any particular institution or university, but rather reflect systemic racism and the upholding of White supremacy in higher education in social work throughout the United States. We highlight the differential vulnerability faced by BIPOC women in academia, which are often unaddressed in the pursuit of what is seen to be an egalitarian or colorblind merit review. Bearing in mind our reflexivity on our positionalities, we share personal narratives regarding our own marginalization within White spaces and the emotional labor that we are often asked to carry for the institutions within which we work. We will elucidate experiences of tokenization or assumed intellectual inferiority by our peers. Given the current sociopolitical moment and the heightened awareness of diversity, equity and inclusion efforts within universities, we also reflect on how institutions of higher education, and particularly schools of social work, can move beyond simply hiring more people of color or conducting diversity trainings to ensuring that BIPOC women are more fully included in their roles within universities as faculty, administrators, staff and students.

The influence of gender on the careers of women theatre faculty in higher education : a qualitative investigation

2018 ◽  
Author(s):  
◽  
Rachel Elizabeth Bauer
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Emotional Labor ◽  
Fine Arts ◽  
Structured Interviews ◽  
University Of Missouri ◽  
Personal Lives ◽  
Normative Expectations ◽  
And Gender ◽  
Colleague Relationships

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Researchers have long documented issues with gender equity in higher education, especially in STEM fields, but less attention has been directed to gender equity in fields that fall under humanities and fine arts--including theatre, where women have already achieved greater equity in terms of their presence in the field. Assuming gender parity based on numbers, however, is problematic, leaving out the opportunity for understanding how overarching institutional structures impact the experience of individual women. Employing narrative inquiry, this study explored the experiences of fifteen, Ph.D. holding tenure track or tenured women theatre faculty at research institutions through in-depth, semi-structured interviews. This study found there is a subtlety and pervasiveness to sexism and gender bias that can function differently in departments of theatre and based on one's status/rank. The participants felt that the respect given to their man counterparts was not equally given to them. These women theatre faculty felt the need to change appearance and personality to be the part of professor, as professor is not traditionally “woman.” Additionally, women are doing the carework at home and work, and the unpaid burden of service and emotional labor that is put on women theatre faculty affects their productivity. The findings identified that women theatre faculty need support systems in both colleague relationships and in their personal lives, and work/life balance and professional environment are key factors in working in the profession. The findings show that through resiliency, women theatre faculty find their own ways to succeed in a system that works for them. It also shows that women are aware of how their needs are different from the normative expectations of the academic work environment.

scholarly journals Using Participatory Action Research and Photo Methods to Explore Higher Education Administration as an Emotional Endeavor

2015 ◽  
Author(s):  
Leslie Gonzales ◽  
Rodolfo Rincones
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Emotional Labor ◽  
Department Chair ◽  
Department Chairs ◽  
Methodological Approach ◽  
Work Place ◽  
Participatory Action ◽  
Leadership Research

In this paper, we build on Wood’s (2010, 2012) recent call to consider higher education as a work place that conjures emotion among constituents, particularly positional leaders, like department chairs. Using a participatory action research and photo - enhanced methodological approach, we illustrate the emotional labor that was poured into the work of one department chair. Consequently, our work yields three contributions. First, we counter the overly rationalistic depiction of organizational leadership research and thinking. Second, our work suggests that if we conceptualize and understand emotion and emotional labor as a form of labor compelled by organizational norms, rule s, and relationships, it becomes possible to consider how institutions can and should better acknowledge this aspect of labor and how it can support individuals in these facets of work life (Brief & Weiss, 2002; Fisk & Friesen, 2012). Finally, we show how non - mainstream methodologies can help researchers explore multidimensional and understudied topics, like emotion and emotional labor, in studies of higher education.

scholarly journals Emotional labor in academe. Challenges faced

2016 ◽  
Vol 14 (3) ◽  
pp. 575-582
Author(s):  
Nelesh Dhanpat
Keyword(s):  
Higher Education ◽  
Emotional Labor ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Meta Analysis ◽  
Education Institution ◽  
Well Being ◽  
University Teaching ◽  
Quality Of Work Life ◽  
The Impact

Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23

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