WORK-FAMILY BALANCE AMONG MOTHERS WHO ARE MID-CAREER STUDENT AFFAIRS ADMINISTRATORS AT INSTITUTIONS RECOGNIZED FOR WORK-LIFE POLICIES BY LAURA ISDELL Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Education. ________________________________ Chairperson Lisa Wolf Wendel ________________________________ Susan Twombly ________________________________ Marlesa Roney ________________________________ John Rury ________________________________ Michael Vitevitch Date Defended: February 19, 2016 i ProQuest Page ii The Dissertation Committee for Laura Isdell certifies that this is the approved version of the following dissertation: WORK-FAMILY BALANCE AMONG MOTHERS WHO ARE MID-CAREER STUDENT AFFAIRS ADMINISTRATORS AT INSTITUTIONS RECOGNIZED FOR WORK-LIFE POLICIES ________________________________ Chairperson Lisa Wolf-Wendel Date approved: April 21, 2016 iii Work-Family Balance among Mothers who are Mid-Career Student Affairs Administrators at Institutions Recognized for Work-Life Policies The purpose of this study was to understand the work-family balance experiences of mothers, in mid-career student affairs administrator roles, at institutions known for work-life supports. This study asked: how do these women describe their experiences managing work and family roles? What knowledge of existing work-life policies do these administrators have? How do these existing policies influence the perception of workplace culture and norms? How does perceived work-family balance influence the intended career trajectory, or desire for professional advancement, of those women? Through a qualitative research design, I explored the work- family experiences of 15 administrators through participant interviews. Several major findings were uncovered. First, the majority of these administrators saw themselves as the primary caregiver to their child. Second, work-life supports, such as flexible leave time and university run childcare, contributed to the women’s ability to manage the student affairs role with motherhood. Third, feeling supervisor support and flexibility to attend to personal responsibilities, as the women saw fit, contributed to workplace loyalty. Conversely, the absence of support and flexibility fueled a desire to seek employment outside of the institution. Fourth, when the participants’ perceived inequities existed related to who had access to flexible work arrangements, the feelings they expressed about their workplace were more negative, even when their own personal experience was positive. Fifth, women do not understand FMLA policies, which was specifically apparent in relationship to maternity leave. Finally, some policies have good intentions, but no actual impact. The best example was providing tuition remission for higher education, but only for bachelor’s degrees, a credential that was a job requirement when the administrators were hired into their existing roles. iv Acknowledgments The completion of this work occurred alongside a marriage, the birth of two children, and employment at two different institutional types, in two different states. It not only took endurance on the part of myself, but the support of my partner in life, who willingly gave me any time I needed to research or write, while being an amazing father to our children. Learning about the experiences of other mothers who were likewise balancing family, work, educational aspirations, and personal goals was an incredibly rewarding experience. I am forever grateful for the women who participated in this study and appreciate the ways in which they inspired me to embrace duality when it comes to wearing my mom and administrator hats. Lastly, I want to thank my entire committee for their feedback and flexibility, particularly after I was no longer on the University of Kansas campus every day. And to my advisor, who challenged me throughout this entire process, the final outcome of this work is far superior as a result of your ongoing influence. v Table of Contents Abstract ......................................................................................................................................... iv Acknowledgements ........................................................................................................................ v Table of Contents .......................................................................................................................... vi List of Tables .............................................................................................................................. viii Chapter One – Introduction & Background ................................................................................... 1 Purpose of the Study .......................................................................................................... 1 Definitions .......................................................................................................................... 2 The Workplace and Work-Family Balance ....................................................................... 4 Institutions Recognized for Work-Life Supports ............................................................... 5 Workplace Culture and Norms .......................................................................................... 9 Importance of the Study ................................................................................................... 10 Chapter Two - Literature Review ................................................................................................ 14 Student Affairs Administrators Navigating Work-family Balance ................................. 14 Balance and Career Trajectory for Female, Mid-career Student Affairs Administrators 17 Differential Impacts of Work-Family for Moms and Dads ............................................. 19 Ideal Worker Norms and the Role of the Workplace ...................................................... 22 Work-Life Policies ........................................................................................................... 23 Workplace Culture and Norms ........................................................................................ 25 Conclusion ....................................................................................................................... 29 Chapter Three – Methodology ..................................................................................................... 31 Research Design ............................................................................................................... 32 Research Site Selection .................................................................................................... 33 Participants ....................................................................................................................... 38 Procedures ........................................................................................................................ 38 Limitations ....................................................................................................................... 45 Chapter Four – Results ................................................................................................................. 46 Participant Overview ....................................................................................................... 46 Caregiving and the Primary Caregiver ............................................................................ 49 Role of Student Affairs Administrators ........................................................................... 54 Juggling Act of Work and Family ................................................................................... 55 Workplace Formalized Work-life Supports ..................................................................... 69 Workplace Flexible Leave Policies and Practice ............................................................. 78 Institutional Culture ......................................................................................................... 84 Participant Recommendations ......................................................................................... 89 Chapter Five – Conclusions ......................................................................................................... 92 Summary of the Study ..................................................................................................... 92 Major Findings …………................................................................................................. 93 Implications for Institutions ………................................................................................. 99 Recommendations for Student Affairs Administrators .................................................. 104 Limitations of the Study and Future Research ............................................................... 106 vi Closing Remarks …………............................................................................................ 109 References .................................................................................................................................. 111 Appendix A Emails to Solicit Participation .............................................................................. 121 Appendix B General Interview Guide .....................................................................................