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The women I know personally and those we surveyed display an endless supply of patience, passion for the profession, and time for mentorship of both students and colleagues. Their passion is evident in their teaching and in their scholarship activities which continue at a high rate, considering teaching schedules and simultaneously struggling with their own definitions of how to be a working academic mother.
and Approved Supervisor of AAMFT. She has published 100 articles and book chapters, many focused on technology and its impact on couples and families.
References
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DuPree, W. J., White, M. B., Meredith, W. H. Ruddick, L., & Anderson, M. P. (2009). Evaluating scholarship productivity in COAMFTE- accredited PhD programs. Journal of Marital and Family Therapy, 35(2), 204-219.
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other families while our own family time is compromised to do so? Don’t get me wrong. I would easily—and in nearly every circumstance—stay up later to work after my son is in bed than to take moments away from him. On the other hand, I am growing exhausted from the roles I hold as a therapist, wife, mother, program director, faculty member, researcher, etc. I justified my decision to continue to work after having my son and specifically to engage in a high level of scholarship by telling myself that I was teaching my son lessons about 1) the value of work and 2) that women can do anything. Other times, however, I know full well I could argue the other side of the coin: that to be there for my son and family physically with abundant time and attention would also teach about working hard in a different way. I see it every day in other families who make different choices and whose children are just as well-adjusted and happy.
The conclusion I have come to is that while I may still be at a loss as for a clear answer on how to manage these roles, I feel solace knowing I am in the company of many strong, talented academics
also holding the roles of licensed and active clinicians, supervisors, educators, researchers, and mothers. The women I know personally and those we surveyed display an endless supply of patience, passion for the profession, and time
for mentorship of both students and colleagues. Their passion is evident in their teaching and in their scholarship activities which continue at a high rate, considering teaching schedules and simultaneously struggling with their own definitions of how to be a working academic mother. Their descriptions
of their lives, family, and work reveal
a high level of dedication and love to their families, commitment to students, availability as clinicians, and the supreme enjoyment they experience being able to make new discoveries in our profession. They are leaders—not solely because of their position, but because their passion drives them to live a nearly impossible vision of balancing several roles with a finite amount of resources. In so doing, they create a new generation of MFT leaders with their own progressive, evolving visions for our profession and family life.
My son has now climbed onto the couch where I am sitting and says, “Snuggle with me, Mommy.” He is pushing aside my laptop to make room to crawl into my lap. He lays his head on my shoulder and curls his knees onto me: a clear indication my work for the night is done. I know that as he grows, my decision- making on these issues will grow, too. Continued conversation on these issues will hopefully assist our profession with creating a more hospitable environment for female academics, realistic conversations about tenure expectations and family life, and open the door for developing greater levels of support so we can continue to be leaders practicing that which we preach.
Katherine M. Hertlein, PhD, is the program director and professor in the Marriage and Family Therapy Program
at the University of Nevada, Las Vegas.
She is a licensed marriage and family therapist (NV), and a Clinical Fellow
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