A Phenomenological Study of Caregiving in the Lives of Women STEM Faculty

Despite advances in the numbers of women earning doctoral degrees in the U.S., the number of women entering tenure-line faculty positions and advancing through the faculty ranks remains stubbornly low in multiple science, technology, engineering and math (STEM) disciplines. Caregiving responsibilities, particularly those responsibilities related to the care of young children, have been found to have a negative impact on women’s ability to engage in career advancing activities (Committee on Maximizing the Potential of Women in Academic Science and Engineering, 2007). The purpose of this study was to understand the essence of the caregiving experiences of women STEM faculty and how these experiences shaped their opportunities for career advancement through the faculty ranks. “Caregiving” was explored using a phenomenological approach where the study participants were invited to define any activities they felt fit into this category. This study explored how caregiving functions in both the public and private lives of women STEM faculty and shapes their opportunities for career advancement through the faculty ranks