There’s so Much Life Out There! Work-life Conflict, Women, and Accounting Graduate Programs
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Camilla Soueneta Nascimento Nganga
Silvia Pereira de Castro Casa Nova
Sandra Maria Cerqueira da Silva
João Paulo Resende de Lima
Abstract
Objective: this article discusses women’s experiences during their doctoral education in accounting, focusing on the work-life conflict. Theoretical framework: we adopted feminist theories to discuss the imposed social role on women through the sexual division of labor and how this social role relates to the search for balance between personal and professional life. Method: we adopted constructionism as the epistemological strand and feminist post-structuralism as a theoretical perspective. We conducted in-depth interviews to construct the research corpus. We analyzed the evidence through template analysis and ordered codes according to the research characteristics and purpose. Results: due to the fact that the academic structure replicates the sexual division of labor found in society, imposed dichotomies were found as ‘abandonment or postponement’ of personal life to the detriment of academic life, mainly by issues related to motherhood and the high demands of graduate programs. Conclusions: as a result, we conclude that female doctoral students play several social roles traditionally attributed to women. Therefore, they relegate their personal lives, deciding to postpone marriage and maternity or entering doctoral studies. Thus, considering both the personal relationships built with peers and teachers and the academic institutional environment, the academy still needs to advance to contemplate the trajectory of women so that the difficult choices do not fall on them. The paper contributes to the literature by offering insights and reflections specific to the accounting Brazilian academia.
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Nganga, C. S. N., Casa Nova, S. P. de C., Silva, S. M. C. da, & Lima, J. P. R. de. (2022). There’s so Much Life Out There! Work-life Conflict, Women, and Accounting Graduate Programs. Journal of Contemporary Administration, 27(2), e210318. https://doi.org/10.1590/1982-7849rac2023210318.en
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Harford, J. (2020). The path to professorship: reflections from women professors in Ireland. Irish Educational Studies, 39(2), 193-204. https://doi.org/10.1080/03323315.2019.1698445
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Haynes, K., & Fearfull, A. (2008). Exploring ourselves: Exploiting and resisting gendered identities of women academics in accounting and management. Pacific Accounting Review, 20(2), 185–204. https://doi.org/10.1108/01140580810892508
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Hooks, B. (2021). Ensinando comunidade: uma pedagogia da esperança (Tradução: Kenia Cardoso). Elefante.
Huopalainen, A. S., & Satama, S. T. (2019). Mothers and researchers in the making: Negotiating ‘new’motherhood within the ‘new’academia. Human Relations, 72(1), 98-121. https://doi.org/10.1177/0018726718764571
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King, N., & Brooks, J. M. (2016). Template analysis for business and management students. Sage.
Kokot-Blamey, P. (2021). Mothering in accounting: Feminism, motherhood, and making partnership in accountancy in Germany and the UK. Accounting, Organizations and Society, 101255. https://doi.org/10.1016/j.aos.2021.101255
Lehman, C. R. (1992). “Herstory” in accounting: The first eighty years. Accounting, Organizations and Society, 17(3-4), 261-285. https://doi.org/10.1016/0361-3682(92)90024-M
Lima, J. P. R. de, Vendramin, E. de O., & Casa Nova, S. P. D. C. (2017). Identidades acadêmicas em uma era de produtivismo: O (des)alojamento das mulheres contadoras. Trabalho apresentado no XX Seminários em Administração – SEMEAD, São Paulo, SP, Brasil.
Lincoln, Y. S., Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications.
Lotta, G., Fernandez, M., Pimenta, D., & Wenham, C. (2021). Gender, race, and health workers in the COVID-19 pandemic. The Lancet, 397(10281), 1264. https://doi.org/10.1016/S0140-6736(21)00530-4
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Malsch, B., & Tessier, S. (2015). Journal ranking effects on junior academics: Identity fragmentation and politicization. Critical Perspectives on Accounting, 26, 84-98. https://doi.org/10.1016/j.cpa.2014.02.006
Maunula, M. (2015). Building individual expertise in doctoral studies the significance of everyday experiences and changing contexts. Procedia - Social and Behavioral Sciences, 174, 2326–2330. https://doi.org/10.1016/j.sbspro.2015.01.894
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