Fear Factor Ward Wolf Wendel - Office of the Provost

Fear Factor: How Safe Is It to Make Time for Family?
Author(s): Kelly Ward and Lisa Wolf-Wendel
Source: Academe, Vol. 90, No. 6 (Nov. - Dec., 2004), pp. 28-31
Published by: American Association of University Professors
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Fear Factor
How
Time
Safe
for
Is
^^-
It
Make
to
-
n.
Family?AÎA
By Kelly Ward and Lisa Wolf-Wendel
KellyWard
28
Usa WoK-Wendel
Kelly Wardis associateprofessorof higher
educationat WashingtonState University.
Lisa Wolf-Wendelis associateprofessorand
coordinator
of the Master'sProgramin
HigherEducationat the Universityof
Kansas.
ACADEME
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Policiessupporting
family
involvement
amongfaculty
maybe inplace.
Makingsurethattheywillbe used
is anothermatter.
Meet Amy. She's a thirty-six-year-old second-year professor at Flagship University and an emerging scholar in herfield. She's been marriedfor two
years and is ready to start a family. She's not so prepared in terms of her career, but she's ready in terms of her biological clock. She's worried if she
continues to wait to have children, herfertility might pass her by, especially since she wants to have more than one child. Although Amy wished for a
May baby, she got pregnant sooner than expected and is due in February. Her husband, an attorney who recentlyjoined a prominent law firm,
doesn'tfeel he has enough clout to take time off. Amy didn't really want to take leave during the semester, but things have gotten complicated with
the February due date. She plans to work until she has the baby and then have someone cover her classes the three weeks until spring break in
March. Her mother will comefor a couple of weeks to carefor the baby so that she can go back to work after spring break and finish the semester. If
Amy can make it to the end of the semester, she figures she'll befine. She will take the summer offfrom teaching but is hopeful of writing. She plans
to resume a full schedule in thefall.
Amy talked to her department chair about optionsfor taking a leave and was informed that she isfree to take leavefor the whole semester but that
it would be unpaid, beyond what she has saved for sick time (which isn't much since she is new). Taking unpaid leave is not really a financial
option, and she is nervous about depleting her sick time in case she or the baby gets sick in thefuture. She's also worried about how it would look to
take time off so soon aftergetting to campus. What will her colleagues think if she's not around? She has asked how other people have handled their
pregnancies and learned of only one person who took a leave, but that person left the university afterward. At this juncture, Amy feels as if she can
do it all without a leave. She noticed a provision in thefaculty handbook that allows stopping of the tenure clockfor a yearfor the birth of a child,
but, at this point, she's thinking it is better to avoid that. She feels as if she is getting herself established, and since her department chair didn't mention the tenure clock, she figures it's best not to either.
is partof a growing cohort of new faculty
who want to combine work and familywhile
on the tenuretrack.A recentissue of the
Chronicleof HigherEducationcalled the current
stateof affairs,in which so many faculty
membersarehavingbabies,academe's"baby
boom." Historically,the Amys of the world opted to forgo
in
children(andmanytimes marriageor romanticpartnerships)
the interestof their academiccareers.Today, tenure-track
women like Amy have two main decisionsto make:first,
whetherto have a babywhile on the tenuretrackand, second,
what to do aboutwork once the babyhas arrived.
Biologicaland tenureclockshave the unfortunatetendency
to tick loudly, clearly,and at the sametime. The averageage at
which facultyearnthe PhD is thirty-four,puttingthe tenure
decisionat aboutage forty,just when a woman'sfertilityis in
seriousdecline.As more women enter the academicprofession
as assistantprofessors,more of them are choosing to combine
work andfamilywhile on the tenuretrack.This trenddoes
not mean thatwomen professorsare not seriousabout their
careers.What it does mean, however, is thatthe landscapeand
the nuancesof the academiclaborforce are changing.
Have policieswithin highereducationkept up with these
changes?What areacademicinstitutionsdoing to accommodatewomen like Amy?Are they left to fend for themselves?
Froma practiceand policy perspective,what can institutions
do to help facultymeaningfullycombine an academiccareer
and a personallife thatincludeschildren?This articleaddresses
these questionsin three ways:we firstprovidean overview of
the literatureaboutwork and familypoliciesfor facultyin
higher education;we then discussthe challengesof creating
policies and encouragingfacultyto use them; and, finally,we
suggestcoursesof action for differentcampusstakeholderswho
arelikely to influencethe policy and work environmentfor
faculty.
The Literature
There are three generalemphaseswithin the literatureon faculty work and familyconcerns:(1) an examinationof policies
that have been implemented;(2) an analysisof the extent to
which policiesareused;and (3) prescriptionsfor policiesneeded to help facultybalancework and familyresponsibilities.
Basedon a surveyof chief academicofficersat 191 colleges
and universitiesin the mid-1990s, sociologistPhyllisRaabe
found that 84 percentprovidedunpaidmaternityleave, 74
percentprovidedpaid maternityleave, 47 percenthad oncampuschild care,21 percentofferedfinancialassistancefor
child care,36 percentpermittedflexibleschedulingto meet
familyneeds, and 29 percentallowed expansionof time to
tenurefor family-relatedreasons.
A more recentstudy (describedin this issue)by Carol
Hollensheadof the Centerfor the Educationof Women at the
2004
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29
Universityof Michiganindicatesthatresearchuniversitiesare
requiredby the FMLA;providingpaid leave of up to twelve
more likely than other types of institutionsto have "familyweeks for birth or adoptionfor men and women distinct
from sick, vacation, or short-termdisabilityleave; permitting
friendly"policies.The most common solutionsin her study
did not involve financialcosts, such as institution-widepolicies
modified duties (e.g., releasefrom teachingresponsibilities)
of
the
tenure
in
clock
and
leaves
for a defined period to accommodatedependentcare;allowpermittingstopping
unpaid
excessof the Familyand MedicalLeaveAct (FMLA).Not suring the tenure clock to stop for up to two yearsfor faculty
that
had
costs
were
less
with primaryor co-primarycaregivingresponsibilities(sucha
common; relatively
prisingly,policies
few institutionsofferedpaidleave for dependentcareor
stoppagecan be tied to takingfamilyleave); introducing
allowedfacultyto modify their duties,take on part-time
"designer"(i.e., flexible) tenure clocks for academiccareers
or
Another
that
include centralized(as opposed to departmental)stopappointments, developjob-sharingarrangements.
nationalstudyof parentalleave by politicsprofessorSteve
clock policies or extended tenure clocks; offeringpart-time
Rhodes and CharmaineYoest, directorof the Family,Gender,
tenure-trackoptions; and maintainingaffordableand accessiand TenureProjectat the Universityof Virginia,found that
ble child care on campusor providingon-campusreferralfor
child care services.
privateinstitutionsaremore likely thanpublic collegesand
universitiesto have leave policies.
Recently, advocatesof work-familypolicieshave prescribed
numerous
studies
have
an
found
that
Unfortunately,
faculty
"integrativemodel" in which employersadopta seriesof
underuse
are
still
typically
work-familypolicies.Many policies
policies that can be used alone or in combinationwith one
and
don't
know
whether
take
anotheras needed by employees.Such a model recognizesthe
can
new,
faculty
they
advantage
of them without hurting their chances of
way people work and supportsthe cohertenure.
ence facultywant for theirwork and home
earning
Facultymembers,especially
to
to
avoid
lives.
women, go greatlengths
being
learned
that
seen as "in need of assistance"while on the We
tenure track,which preventssome women
The Fear Factor
work
facultymembersfrom even having a child.
Reviewing the literatureon work and famiThose who do have children often avoid
ly concernsgives rise to an importantquestion: what good is a policy if it is not used?
using availablepolicies for fear of reprisal.
Robert Drago, a scholar of labor studies,
Campusesknow what to do to help new
industrialrelations, and women's studies,
and many are doing it, yet faculty
mothers,
of institutional
and his colleaguesrefer to this hesitancyas
hesitateto use the policiesavailableto them.
"bias-avoidance"
behavior.Similarly,highThis reluctanceis a bona fide dilemma,the
not
er education researchers Susan Finkel,
genesisof which, we believe, is fear.
of them.
Steven Olswang, and Nian She surveyed because
fearfavoringone group
Administrators
over another:privilegingwomen over men;
facultymembersat a researchuniversityand
found that although most faculty members
those with childrenover those without
supportpaidleave for women facultyfor childbirth,unpaid
them; and newer facultyover more seniorcolleagues.Some
leave for ongoing infantcare,and stoppingof the tenure
seniorfacultymembers(both men and women) who did not
clock, these samefacultymemberssay thattakingleave would
have accessto work-familypoliciesin their careershave sughurtthem professionally.As a result,among those the
gestedthatproviding"extra"assistanceto newer generations
researchers
of facultylets them off easyby not makingthem survivethe
surveyedwho had children(almost50 percent),
only a smallpercentagetook leave.
rigorsof tenurewithout assistance.These typesof concernscan
Our own researchsubstantiates
these findings.In 2002, we
stymie departmentchairs,deans,and provostsinterestedin creinterviewed120 women facultymemberson the tenuretrack
atingand implementingpolicies to help parents.
with children(representingfour institutionaltypes).We
Questionsabout the financialimplicationsof certainpolicies
learnedthatmanagingwork and familyoccurredin spite of
to decline to implementthem. But
may lead administrators
institutionalpolicies,not becauseof them. Most of these
financialcosts are not the only concern.Some administrators
women had to negotiatetheir own solutionswithout much
worry thatformalpolicieswill limit their abilityto respond
assistancefrom institutionalcolleaguesor policy. We also discreativelyto unique situations;they preferto respondto situacoveredthree typesof policy environments:(1) institutions
tions as they occur. Unfortunately,flexibilityoften translates
thathad no policies or policies thatwere so limited that they
into disparityin how individualsare accommodated;some facwere not useful;(2) campusesthathad policies,but at which
ulty membersare grantedmuch more than others.Further,
feared
and
that
had
them;
some fearthe cost to institutionalreputationif policiesareper(3)
faculty
using
campuses
implementedpolicies,in most instancesrecently,but at which only
ceived to lower the barfor achievingtenure- leavingcampusa few people took advantageof them.
es feeling they don't "measureup" to the standardsof the most
The other aspectof the policy literaturerelatedto this disprestigiousinstitutions.SociologistsPaulDiMaggio andWalter
cussionfocuses on actions universitiescan take to address
Powell have suggestedthat althoughprestigiousinstitutionsare
work and familyissues.The literatureaboundswith suggesfree to createinnovativepolicies, campusesthataspireupward
tions for makinghigher educationmore "familyfriendly,"
hesitateto tinkerwith theirpolicies, thinkingthat doing so
leave
weeks
the
twelve
could affecttheir abilityto achieveacademiclegitimacy.
includingofferingunpaid
beyond
managing
and
family
occurred
spite
policies,
30
in
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Changingthe tenureprocessis particularlyrisky.Many suggestionsfor work and familypolicies callfor maintaining
tenurewhile makingthe processfor earningit less strictand
rigid.In an erain which academiccredibilityis often chaldo
lenged and tenureis threatened,however, administrators
not feel they can protectthe sanctityof tenurewhile simultaneouslyarguingfor its alteration.
The cultureof fearthatstopsfacultyfrom usingpolicies is
rooted in similarconcerns.Facultymembersask, "How can I
be a seriousscholarworthy of tenureif I want to alterthe
tenureprocess?"We disagreethatadvocatingchangesin the
tenureprocessindicatesthatsomeone is not seriousabouther
career.The processhas remainedprettymuch the samesince
the inceptionof tenure:a personearnsher doctorate,typically
startsher academiccareeras an assistantprofessor,and, aftera
five or six yearsof probation,she appliesfor promotionand
tenure.
In the past,successin an academiccareermeant adheringto
this timeline. The structureof tenure came
of age when the professionwas organized
accordingto traditionalfamilialnorms that
placed men in the workplace and women We
at home with children.The "idealworker"
in academe was married to his or her
career. When women like Amy interrupt
in
the traditional career ladder and its prescribed order by taking leave or stopping tenure
the tenure clock, they must consider how
they will maintaintheir legitimacyas faculty members.Our researchand other studies someone
is
suggest that most faculty members like
about
Amy skirt the question by using the bias- serious
earlier.
to
avoidancestrategieswe referred
career.
her
In extreme cases, women will not have a
baby at all, have a baby in the summer, or
returnto work as soon afterbirthas possible
without missingany (or very little) work. Such choices
assumea woman can plan her due date to coincide with the
academiccalendarand rely on an ideal pregnancyin which
the babyarriveson time and without complications.Feeling
obligatedto plan in this way puts work and familyin opposition to one another.Failureto help facultyintegratework and
familymore smoothlycould compromisehigher education's
abilityto recruitand retainqualityfacultymembers.
disagree
advocating
changes
indicates
Next Steps
What must takeplace on college campusesfor administrators
to createand implementpolicies andfor facultyto feel free to
use them?Our researchand the literaturemake clearthatboth
have
have to happen.If policiesareunderused,administrators
little impetusto expandthem.
need to do theirpartby
Top-level academicadministrators
work and family
for
climate
a
balancing
establishing positive
awareof shiftmake
the
to
need
campus
They
responsibilities.
the
how
and
presenceof more
ing facultydemographics
women faculty(which prevailson almostevery campus)calls
for rethinkingprocesseslike the tenuretrackand parental
leave. Provostsmust make surepoliciesarein place, educate
deansand departmentchairsaboutthem, and provideexamples of how they work. Of course,line items mustbe included
in the budget to cover adjunctsfor parentalleavesso that
departmentchairswill be more apt to presentthem as an
option.JudithGappaand ShellyMcDermidof Purdue
University,in a 1997 workingpapertitled Work,Family,and
theFacultyCareer,suggestthatinstitutionsshouldcontinually
assesswork-familyconcerns,engagein campusdialogueabout
them, appointtaskforcesto considerways to createand implement policies, and tap into existingnetworksto find solutions
to deal with specificwork-familysituations.
Departmentchairsplayprobablythe most importantrole in
helpingfacultynegotiatework and family.Chairsneed to
know policies, applythem fairly,and educatetheirfaculty
abouttheir use. Informationneeds to be communicatedto faculty memberswho may use the policies as well as to senior
professorswho evaluatetheir colleaguesfor promotionand
tenure.Departmentchairsneed to maintainan atmospherein
which policy issuescan be discussed
forthrightly.
Colleaguesare also important.Senior
that
facultycan be mentorsto junior colleagues
who are raisingyoung children,helping
them learn about and make use of available
policies. Further,becauseof the role of
the
senior facultyin evaluatingcolleaguesfor
tenure, they are crucialto creatinga climate in which facultycan safelytake
advantageof family-supportpolicies.
Junior colleaguesare no less important.
not
Fellow junior facultymemberswho
begrudgetheir colleaguesfor using workfamilypolicies createa negative climatefor
those combining work and family.
Conceptionsof the academiccareerthat
see work and familyas "either-or"propositions- that is, that facultycan have a careeror a family,but
not both- do not bode well for the futureof the academic
profession.Recent researchby higher educationprofessor
Ann Austin, ChrisGolde of the CarnegieFoundationfor the
Advancementof Teaching, and chemistryprofessorTimothy
Dore suggeststhat for graduatestudentsconsideringacademic
careers,the abilityto combine work and familyis a major
concern. At researchuniversities,where most graduatestudents are socializedto the academicculture,studentswitness
their professorsgrapplingwith decisionsabout how to combine their careerswith the needs of a spouseand the desireto
have a child. Facultymemberslike Amy become role models
to graduatestudents.If such facultyhave children,take a
leave, stop the tenure clock, and then get on with their
careerswithout repercussions,one messageis sent. But if they
choose not to have a babybecauseof worriesabout tenure, or
if they take time off and become the subjectof negativehallway conversations,another,farmore indeliblemessageis sent.
We hope campuseswill look forthrightlyat their work-family
policies, so that this second messagewill no longer be sent and
so that talentedfacultylike Amy can combine a successful
careerand a personallife that includeschildren. <&
process
that
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31