Parenting Stress, Perceived Child Regard, and Depressive Symptoms Among Stepmothers and Biological Mothers

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88071/1/j.1741-3729.2011.00665.x.pd

VI. Regrouping Social Identities

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66578/2/10.1177_0959353599009003009.pd

Women in science: Career processes and outcomes

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/62782/1/427198a.pd

Past as Prologue: How History Becomes Psychologically Present

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/111916/1/josi12106.pd

Psychology, History, and Social Justice: Concluding Reflections

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/111999/1/josi12118.pd

Gendered Impact of Caregiving Responsibilities on Tenure Track Faculty Parents’ Professional Lives

Navigating a career while raising a family can be challenging, especially for women in academia. In this study, we examine the ways in which professional life interruptions due to child caregiving (e.g., opportunities not offered, professional travel curtailed) affect pre- and post-tenure faculty members’ career satisfaction and retention. We also examine whether sharing caregiving responsibilities with a partner affected faculty members’ (particularly women’s) career outcomes. In a sample of 753 tenure track faculty parents employed at a large research-intensive university, results showed that as the number of professional life interruptions due to caregiving increased, faculty members experienced less career satisfaction and greater desire to leave their job. Pre-tenure women’s, but not pre-tenure men’s, career satisfaction and intention to stay were negatively affected when they experienced at least one professional life interference. Pre-tenure men’s desire to stay in their job and career satisfaction remained high, regardless of the number of professional life interferences they experienced. Sharing parenting responsibilities with a partner did not buffer the demands of caregiving on pre-tenure women’s career outcomes. Our work highlights the need to consider the varied ways in which caregiving affects faculty members’ careers, beyond markers such as publications, and how institutions can support early career stage women with family-friendly practices

Managing the Career Effects of Discrimination and Motherhood: The Role of Collegial Support for a Caregiving Policy at a Research-Intensive U.S. University

Implementing and encouraging use of policies aimed at creating an equitable higher education workplace for women academics can be challenging. Often, policy usage may be avoided due to stigma or fear of being seen as not committed to one’s workplace, especially for expectant mothers. In the present study, we examined how collegial support for using a tenure clock extension policy affects pre-tenure women’s career outcomes. Among pre-tenure women academics at a large research-intensive institution in the United States (N = 63) who took advantage of the tenure clock extension policy, perceptions of collegial support for using this policy were related to career satisfaction and workplace belonging. Collegial support was particularly beneficial to that half of the sample who had recently experienced gender-based job discrimination. We discuss the role that institutions can play to support early career stage women

Book reviews

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45611/1/11199_2005_Article_BF01433110.pd

Representing Radcliffe: Perceptions and Consequences of Social Class

Using retrospective data from a sample of women who graduated from Radcliffe College in 1964, this paper examines the perceptions (what women notice) and consequences (how it makes them feel) of social class during college in these women's lives. The majority of women acknowledged that social class was salient at Radcliffe by stating so directly, by noticing members of different class groups, and/or by mentioning their own class backgrounds. In addition, women consistently perceived two markers of social class: exclusivity and the differences between public and private high school graduates. Surprisingly, there were no differences by social class background in the rates of these perceptions; social class indicators were equally apparent to women from different social class backgrounds. However, most commonly among women from working-class backgrounds, there were psychological consequences of social class that were manifested in feeling bad about themselves. In order to understand the psychology of social class most fully, it seems important to distinguish between perception and consequence in the psychological study of social class, and to pay attention to the impact not only of people's backgrounds, but of social class cues in the environments in which they operate.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44635/1/10804_2004_Article_420095.pd