Work-Family Thriving for Academic Women in School Psychology

Year: 2022

Issue: Vol. 39 Issue. 2

Journal Name: School Psychology Training and Pedagogy

Title: Work-Family Thriving for Academic Women in School Psychology

Citation: Segool, N. K., Nicklin, J. M., & Politikos, N. N. (2022) Work-Family Thriving for Academic Women in School Psychology. School Psychology Training and Pedagogy, 39 (2), 94-109. 

Abstract: This article reviews the empirical research on work-family conflict, emphasizing women in academia who often seek to balance multiple priorities, making choices between career advancement and family demands. It examines the current state of school psychology trainers in U.S. graduate training programs in relation to national employment and promotion trends and gender disproportionality. We propose that individualistic approaches to seeking balance by shifting thinking are insufficient for women academics in school psychology. Instead, we argue that systemic reforms are necessary to promote work-family thriving, which joins together the achievement of a fulfilling career and satisfying personal life through leveraging connections, resources, and an ability to exert control. Through supporting the psychological needs for competence, autonomy, and relatedness, as outlined by self-determination theory (Ryan & Deci, 2017), we argue that female academics in school psychology can thrive in their personal and professional lives. We conclude by providing recommendations for faculty, program directors, and systems advocacy to support work-family thriving by fostering our inherent and overlapping psychological needs for autonomy, competence, and relatedness at work and home.

Keywords:   work-family thriving, self-determination theory, academic women, school psychology

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