Over the years, higher education institutions have evolved into a more stressful work environment, particularly for women who have had to contend with the intricacies of work while juggling the demands of their professional and personal responsibilities (Kresh, 2018). Work and home dynamics that were accentuated during the onset of the pandemic, whereby 33 percent of working mothers were solely responsible for childcare (Zamarro et al., 2020). While the higher education mandated remote work of Spring 2020 was intended to implement social distancing and safer at home measures, it resulted in a virtual invasion that impacted the lives of many (Boncori, 2020) women tasked as the primary caregiver. With this premise in mind, the current research sought to explore how institutions managed the conflicting demands of women faculty, making specific inquiries about support and stress during the onset of the pandemic. Using qualitative research, this study conducted confidential semi-structured interviews with full-time women faculty that had caregiving responsibilities during the Spring 2020 semester. This study was undertaken to understand and deduce workplace support, and the associated implications to stress for women faculty during the start of COVID-19.
Johnson, D. S., & Kline, A. (2021). Realities of a pandemic: A qualitative study of women faculty with caregiving responsibilities. Retrieved from https://digitalcommons.wcupa.edu/ppa_stuwork/2