Conflicting roles of mother and academic? Exploring the use of arts-based self-care activities to encourage wellbeing
Bibliographic record
Abstract
Mothers in academia (“motherscholars”), whether faculty or doctoral students, are confronted by structures and policies often impeding promotion and movement through the academic pipeline. While research has examined these struggles, such as our own research over the last few years, this study addresses these issues from a new perspective — wellbeing. Using an arts-based participatory study, this article discusses how six motherscholars (including the authors) living in the US, Kazakhstan, and New Zealand sought to alleviate their conflicting roles of mother and academic through sharing online practices and struggles through self-care activities. Findings demonstrated how collaborative encouragement, and even pressure, to focus on self-care appeared to support participants’ daily lives in and out of academia as participants became aware of themselves as individuals, beyond being a mother or an academic. Implications suggest the importance of informal support networks (especially when formal structures do not exist) for motherscholars to reduce role conflict by encouraging wellbeing through self-care.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.007 | 0.006 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".