The Differential Effects of Pandemic Parenting

L. Windsor, Kerry F. Crawford
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引用次数: 1

Abstract

In this essay, we reflect on our early predictions for what life in a pandemic would be like for academic parents and consider what academic institutions must do to help faculty recover from the long-term disruption of Covid-19. In March 2020, we wrote a brief commentary on the differential effects of school closures—related to snow days, holidays, and pandemics—on faculty in primary caregiver roles, urging decision-makers in higher education to account for the inequities we could foresee, based on our research on gender, bias, and academic parenthood. (Windsor & Crawford 2020) In that essay, we observed that reliable, safe, high-quality childcare in the United States is scarce and expensive in normal years, and that the pandemic has exacerbated the childcare crisis. We offer insights into the challenges that working parents face, and policy-oriented solutions that academic institutions can implement to address the pandemic-induced productivity gap.
流行病育儿的差异效应
在这篇文章中,我们反思了我们对学生家长在大流行期间生活的早期预测,并考虑了学术机构必须采取哪些措施来帮助教师从Covid-19的长期破坏中恢复过来。2020年3月,我们写了一篇简短的评论,讨论了与雪天、假期和流行病有关的学校停课对担任主要照顾者角色的教师的不同影响,敦促高等教育的决策者根据我们对性别、偏见和学术父母关系的研究,考虑到我们可以预见的不平等现象。(Windsor & Crawford 2020)在那篇文章中,我们观察到,在正常年份,美国可靠、安全、高质量的托儿服务稀缺且昂贵,而疫情加剧了托儿危机。我们对在职父母面临的挑战提出了见解,并提出了学术机构可以实施的以政策为导向的解决方案,以解决大流行导致的生产力差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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