Date of Graduation
Spring 5-2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
College/School
School of Education
Department
Leadership Studies
Program
Catholic Educational Leadership EdD
First Advisor
Dr. Jane Bleasdale
Second Advisor
Dr. Desiree Zerquera
Third Advisor
Dr. Ursula Aldana
Abstract
The percentage of female faculty members who have achieved tenure is disproportionately represented against their male peers. Even more so, female faculty members who are also mothers, or mother-scholars, represent less than half of tenured female faculty. Current research posits that a lack of female faculty in higher education translates to a lack of female students in the classroom, as well as lack of female students who see themselves in higher education positions. Mother-scholars face additional stressors as compared to their male, and/or non-parent peers that leads to an increased likelihood of mother-scholars not pursuing tenure. While there is significant research that details these stressors, there is not yet research that suggests proper support to foster an inclusive and empowering environment for mother-scholar faculty. Through the frameworks of feminist leadership theory, Catholic social teaching, and institutional theory the study implemented a case study approach to triangulate data and create formal recommendations for Jesuit universities to adopt that ensures the promotion of inclusive and empowering environments for mother-scholar faculty. Data was collected through interviews conducted of seven mother-scholar faculty members at the College of Education at an urban Jesuit university, as well as analysis of two formal university documents. The collected data was analyzed through a Jesuit perspective using values set forth by the Society of Jesus to frame the formal recommendations to be in direct alignment with the Catholic social teaching tenets of (a) call to family, community, and participation; (b) rights and responsibilities: right to life; and (c) the dignity of work and the rights of workers. This approach centered on humanizing and holistic recommendations to create a sustainable work-life balance for mother-scholar faculty. When mother-scholar faculty are employed in institutions that use a feminist leadership approach that is grounded in community, empathy, inclusivity, and representation, they are more likely to feel supported in their workplace. A greater sense of workplace satisfaction, as well as empowerment for mother-scholars can be achieved. Finally, due to standards set by the Society of Jesus, Jesuit universities have an obligation to provide formal systems and structures to help create communities of support for mother-scholars and honor the demands of both their roles as mother and scholar.
Recommended Citation
Darchuck, M. C. (2024). Mothering in Higher Education - Creating Inclusive Spaces for Mother-Scholar Faculty at Jesuit Universities. Retrieved from https://repository.usfca.edu/diss/712
