Academic mothers during the COVID-19 pandemic: Stressors, strains, and challenges in adapting to work-life enmeshment
Bibliographic record
Abstract
The COVID-19 pandemic had numerous unexpected impacts on academic mothers around the world. In the current article, the challenges being faced by academic mothers during the pandemic are illustrated based on recently published peer-reviewed and grey articles. The enmeshment of work and family life and the lack of separation from work increases the possibilities of significant professional challenges and possible mental health and physical health problems. Specific themes are highlighted, including strains of learning new technologies for online teaching, increasing workload, and household chores, barriers to scholarly productivity, insufficient support from institutions, loneliness due to disconnection, and pursuing perfection. The need for adaptability is also highlighted. This article also provides some institutional recommendations designed to support various academic mothers in increasing their empowerment, adaptability, and resilience, when they are facing the enmeshment of work and life. Given that the pandemic is continuing and now clearly represents a prolonged stress sequence, it is essential that academic mothers develop and utilize positive resources in order to limit the impact on their personal and professional lives.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".