Browse
Submit Data
Databases
API
Help

Dataset Information

19 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor.

ABSTRACT: 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.

Supplementary information

The online version contains supplementary material available at 10.1007/s11199-021-01271-0.

SUBMITTER: Berheide CW

PROVIDER: S-EPMC8964388 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Similar Datasets

Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies.

Project description:Following Grandey's integrative model of emotional labor and emotion regulation, this study examined the relationships between university teachers' reported use of various emotional labor strategies and some antecedents (i. e., perceived emotional job demands and teaching support) and teaching efficacy. A sample of 643 university teachers from 50 public higher education institutions in an East China province responded to a questionnaire survey. The data analysis based on descriptive statistics and structural equation modeling showed that surface acting impeded teaching efficacy in instructional strategy and learning assessment, while deep acting and expression of naturally felt emotions enhanced teaching efficacy in course design, instructional strategy, and learning assessment. For the antecedents of university teachers' emotional labor strategies, teachers perceived that the emotional job demands of teaching facilitated their use of surface and deep acting; in contrast, teachers' perceived teaching support decreased their use of surface acting and increased their use of expression of naturally felt emotions.

| S-EPMC8476905 | biostudies-literature

JUE Insight: COVID-19, Race, and Gender☆

Project description:The evidence on the demographics of COVID-19 fatalities points to an overrepresentation of minorities and an underrepresentation of women. We investigate the joint impact of race and gender using individual-level georeferenced death data collected by the Cook County Medical Examiner, which we structure as a cell-level panel at a race, block group, week, and year level. Through an event study approach, we establish that Black individuals are affected more harshly than White and that the effect is driven by Black women. The Black female bias is associated with occupational segregation in the health care and transportation sectors and by commuting on public transport.

| S-EPMC9272662 | biostudies-literature

Teaching during COVID-19 Times: A Community College Perspective.

Project description:In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor and student workload. We report on a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how our CC faculty colleagues perceived the ETRI, the challenges they faced, and the resources that were-or would have been-most helpful. We conclude with recommendations, in the words of participating faculty, to address prevailing concerns voiced by these instructors: namely, the lack of student-faculty interactions in the online space, concerns about student access to resources, and the demand for authentic research and lab experiences.

| S-EPMC8060133 | biostudies-literature

Race and gender differences in general internists' annual incomes.

Project description:BackgroundSpecialty, work effort, and female gender have been shown to be associated with physicians' annual incomes; however, racial differences in physician incomes have not been examined.ObjectiveTo determine the influence of race and gender on General Internists' annual incomes after controlling for work effort, provider characteristics, and practice characteristics.DesignRetrospective survey-weighted analysis of survey data.ParticipantsOne thousand seven hundred and forty-eight actively practicing General Internists who responded to the American Medical Association's annual survey of physicians between 1992 and 2001.MeasurementsWork effort, provider and practice characteristics, and adjusted annual incomes for white male, black male, white female, and black female General Internists.ResultsCompared with white males, white females completed 22% fewer patient visits and worked 12.5% fewer hours, while black males and females reported completing 17% and 2.8% more visits and worked 15% and 5.5% more annual hours, respectively. After adjustment for work effort, provider characteristics, and practice characteristics, black males' mean annual income was 188,831 dollars or 7,193 dollars (4%) lower than that for white males (95% CI: -31,054 dollars, 16,669 dollars; P=.6); white females' was 159,415 dollars or 36,609 dollars (19%) lower (95% CI: -25,585 dollars, -47,633 dollars; P<.001); and black females' was 139,572 dollars or 56,452 dollars (29%) lower (95% CI: -93,383 dollars, -19,520 dollars; P=.003).ConclusionsDuring the 1990s, both black race and female gender were associated with lower annual incomes among General Internists. Differences for females were substantial. These findings warrant further exploration.

| S-EPMC1831663 | biostudies-literature

A multicountry perspective on gender differences in time use during COVID-19.

Project description:The COVID-19 pandemic has fundamentally altered how people spend time, with possible consequences for subjective well-being. Using diverse samples from the United States, Canada, Denmark, Brazil, and Spain (n = 31,141), following a preregistered analytic plan, and employing both mega- and meta-analyses, we find consistent gender differences in time spent on necessities. During the pandemic, women-especially mothers-spent more time on tasks such as childcare and household chores. To the extent that women spent more time on chores than men, they reported lower happiness. These data represent one of the most rigorous investigations of gender differences in time use during the forced lockdowns created by the COVID-19 pandemic, and point toward individual differences that should be considered when designing policies now and post-COVID-19.

| S-EPMC7999869 | biostudies-literature

Gender differences in perception of romance in Chinese college students.

Project description:Women often complain that their partners are not romantic enough. This raises the question: how romance is recognized and evaluated in a love relationship? However, there has been essentially no empirical research bearing on this issue. The present set of studies examined possible gender differences in perceptions of romance and the associated neural mechanisms in Chinese college students. In Study 1, 303 participants (198 women, 105 men) were administrated a questionnaire consisting of 60 sentences and required to rate the romance level of each sentence. Results showed higher rating scores in males than females for low romance items, but not for high or medium romance items. In Study 2, 69 participants (37 women, 32 men) were recruited to judge the degree of romance in sentences presented on a computer screen one by one. Compared with females, males again showed higher scores and responded more slowly only to low romance items. In Study 3, 36 participants (18 women, 18 men) currently in love with someone were scanned with functional MRI while they did the romance judgment task from Study 2. Compared with females, greater brain activation was found for males in the frontal lobe, precentral gyrus, precuneus and parahippocampal gyrus for low romance items. The results provide the first piece of evidence for gender differences in romance perception, suggesting enhanced cognitive processing in males when evaluating the degree of romance in romantic scenes.

| S-EPMC3797815 | biostudies-literature

Gender differences in perceived stress and coping among college students.

Project description:BackgroundMany college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors stemming from academic, personal, and, sometimes, work lives. Students, who lack appropriate stress management skills, may find it difficult to balance these responsibilities.ObjectivesThis study examined stress, coping mechanisms, and gender differences in undergraduate students towards the end of the semester.Design and methodUniversity students (n = 448) enrolled in three different undergraduate exercise science courses were assessed. Two instruments, the Perceived Stress Scale and Brief Cope, were administered during the twelfth week of the semester, four weeks prior to final exams. T-tests were used to detect gender differences for the stress levels and coping strategies.ResultsOverall, females indicated higher levels of stress than their male counterparts. Gender differences were evident in both coping dimensions and individual coping strategies used. Females were found to utilize the emotion-focused coping dimension and endorsed the use of four coping strategies more often than males. These included self-distraction, emotional support, instrumental support, and venting.ConclusionsThis research adds to the existing literature by illuminating the level of perceived stress and different coping strategies used by undergraduate female and male students. In turn, students may need educational interventions to develop effective and healthy coping strategies to last a lifetime. Faculty and other university officials may want to highlight and understand these various factors to protect the students' wellbeing in their classes.

| S-EPMC8360537 | biostudies-literature

Alcoholism gender differences in brain responsivity to emotional stimuli.

Project description:Men and women may use alcohol to regulate emotions differently, with corresponding differences in neural responses. We explored how the viewing of different types of emotionally salient stimuli impacted brain activity observed through functional magnetic resonance imaging (fMRI) from 42 long-term abstinent alcoholic (25 women) and 46 nonalcoholic (24 women) participants. Analyses revealed blunted brain responsivity in alcoholic compared to nonalcoholic groups, as well as gender differences in those activation patterns. Brain activation in alcoholic men (ALCM) was significantly lower than in nonalcoholic men (NCM) in regions including rostral middle and superior frontal cortex, precentral gyrus, and inferior parietal cortex, whereas activation was higher in alcoholic women (ALCW) than in nonalcoholic women (NCW) in superior frontal and supramarginal cortical regions. The reduced brain reactivity of ALCM, and increases for ALCW, highlighted divergent brain regions and gender effects, suggesting possible differences in the underlying basis for development of alcohol use disorders.

| S-EPMC6491039 | biostudies-literature

Adolescent Self-Esteem: Differences by Race/Ethnicity, Gender, and Age.

Project description:Large-scale representative surveys of 8th-, 10th-, and 12th-grade students in the United States show high self-esteem scores for all groups. African-American students score highest, Whites score slightly higher than Hispanics, and Asian Americans score lowest. Males score slightly higher than females. Multivariate controls for grades and college plans actually heighten these race/ethnic/gender differences. A truncated scoring method, designed to counter race/ethnic differences in extreme response style, reduced but did not eliminate the subgroup differences. Age differences in self-esteem are modest, with 12th graders reporting the highest scores. The findings are highly consistent across 18 annual surveys from 1991 through 2008, and self-esteem scores show little overall change during that period.

| S-EPMC3263756 | biostudies-literature

Teaching Sexual Orientation and Gender Identity in Pediatric Clinical Settings: A Training Workshop for Faculty and Residents.

Project description:IntroductionHealth disparities for the lesbian, gay, bisexual, transgender, queer, intersex, asexual, all other genders, sexes, and sexualities (LGBTQIA+) population are striking. Yet, deliberate efforts to integrate sexual orientation and gender identity in pediatric education settings remain lacking. The type of formal training that pediatric educators currently have for teaching of sexual orientation and gender identity is unclear and limited, which led to the development and implementation of this curriculum.MethodsA 2-hour workshop was developed to address gaps in knowledge, equip faculty and resident educators with skills to apply key concepts in teaching activities, and motivate them to examine challenges and opportunities in teaching sexual orientation and gender identity principles in their routine duties in pediatric settings across the undergraduate and graduate education spectrum. Learning strategies of the workshop included learner activation, a didactic, and clinical cases with role-play opportunities. Participants completed evaluations at the end of the workshop.ResultsThe workshop was implemented in three varied educational settings in 2019. All 65 participants enrolled in the workshop completed the evaluations. Evaluations ranged from 4.6 to 4.9 on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Participants reported workshop strengths and anticipated impact on their own teaching and clinical practice.DiscussionStark health disparities for the LGBTQIA+ population and gaps in relevant curricula demand a training intervention for pediatric educators. We demonstrated the successful implementation of a training workshop, with evidence of feasibility and generalizability, that addressed knowledge gaps and teaching and clinical skills.

| S-EPMC8034234 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data