Diapers and Dissertations: An Exploration of Doctoral and Postdoctoral Trainee Decision-Making Surrounding First-Time Parenthood
Notice bibliographique
Résumé
While published literature over the past several decades has related the perspectives of established academic mothers, decidedly less attention has been devoted to the topic of parenthood among trainees at the doctoral and postdoctoral levels. With increasing numbers of women and men entering postgraduate training in Canada each year—many at an age when the average Canadian is contemplating having their first child—it seems necessary that trainee voices be added to discussions about family planning and work/life management within the academy. Inspired by my own questioning about the possibility of combining parenthood with graduate training, this study explored the factors that influence first-time parenthood amongst doctoral and postdoctoral trainees. Using a feminist standpoint theory approach to narrative inquiry, I conducted in-depth interviews (both individually and together) with ten heterosexual trainee couples at varying stages of the family planning process to unpack their motivations, concerns, and experiences. Interview data was used to construct women’s, men’s, and at times, shared narratives for each couple—narratives which repeatedly highlighted the ways that the academic and personal realms of their lives could be intertwined. The participant narratives revealed a complex and oftentimes gendered experience of academic training—particularly for women—that impacted leisure behaviours, as well as personal relationships and family decision-making for both trainees and their partners. The narratives also exposed the multitude of factors that can impact family planning for individuals and couples, including personal and/or shared desires, gender roles expectations for both men and women, internal and external pressures, as well as varying constraints and supports. While some of these factors were found to influence both genders (albeit, in different ways), others were found to disproportionately influence women through the promotion of pronatalist ideology and the expected prioritization of emotional labour over academic pursuits. Overall, the parallel female and male narratives in this study showcased unique critical insights into the inner workings of academic trainee relationships, as well as the gendered marginalization frequently experienced by academic trainee women and families. Consequently, the findings from this study can be used to inform university policies designed to assist trainee parents, while also contributing an additional dimension to literature focused on the areas of higher education, family studies, and leisure.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».