CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor
Tác giả
Berheide C.W.; Carpenter M.A.; Cotter D.A.
Năm xuất bản
2022
Source title
Sex Roles
Số trích dẫn
13
DOI
10.1007/s11199-021-01271-0
Liên kết
Tóm tắt
The COVID-19 pandemic placed new teaching demands upon faculty that may have exacerbated existing race and gender disparities in the amount of emotional labor they perform. The present study surveyed 182 full-time tenured and tenure-track faculty from three small private liberal arts colleges to examine the effect of social and professional statuses on emotional labor (i.e., managing the expression of emotions to meet job requirements) during the emergency switch to remote instruction in spring 2020. Ordinary least squares (OLS) regression revealed that white cisgender men performed less emotional labor than Black, Indigenous, and People of Color (BIPOC) cisgender men, BIPOC cisgender women, and white cisgender women and gender non-conforming (GNC) faculty. Student demands for special favors fully mediated the relationship between intersectional race and gender identity and self-directed emotional labor and partially mediated its relationship with student-directed emotional labor. We conclude that the status shield afforded white cisgender men by their race and gender protected them from student demands that would have required them to engage in as much emotional labor as faculty with other intersectional race and gender identities during the pandemic. We discuss considering differences in emotional labor when making personnel decisions. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Từ khóa
BIPOC; College teachers; COVID-19; Emotional labor; Gender; Race; Status shield
Tài liệu tham khảo
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Nơi xuất bản
Springer
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access; Green Open Access
Nguồn
Scopus