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      Challenges and Opportunities for Academic Parents During COVID-19


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          Parents in academic careers face notable challenges that may go unrecognized by university management and/or policy makers. The COVID-19 pandemic has shed light on some of these challenges, as academic parents shifted to working from home while simultaneously caring for children. On the other hand, many parents found that the shift to working from home offered new opportunities such as working more flexible hours, development of digital skillsets, and increased involvement in the education of their children. In this article we explore the work-related challenges and opportunities experienced by academic parents as a result of the COVID-19 pandemic and offer potential long-term solutions for academic parents and their universities. We use the following methods: (1) a literature review focused on identifying the work-related challenges academic parents faced prior to the pandemic, as well as the impact of the pandemic on scientists and working parents and (2) administer a world-wide survey with the goal of identifying the challenges and opportunities associated with parenting and academic work through the COVID-19 lockdown (304 total responses; 113 complete). Moving forward these findings have enabled conclusions to be drawn in order to shape a new normal. Our aim is to offer university administrators, policy makers, and community service providers with ways to provide additional support for academic parents as well as provide tools for academic parents to learn successful strategies directly from their peers.

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              Are women publishing less during the pandemic? Here’s what the data say


                Author and article information

                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                18 August 2021
                18 August 2021
                : 12
                1Politecnico, Universidad San Francisco de Quito , Quito, Ecuador
                2Engineering Structures, Faculty of Civil Engineering and Geosciences, Delft University of Technology , Delft, Netherlands
                3School of Social Sciences, Nanyang Technological University , Singapore, Singapore
                4School of Law and Society, University of the Sunshine Coast , Sippy Downs, QLD, Australia
                5Translational Radiation Oncology, Physics and Supportive Care, Faculty of Medicine, Vrije Universiteit Brussel , Brussels, Belgium
                6Department of Biological Sciences, California State University Fullerton , Fullerton, CA, United States
                Author notes

                Edited by: Douglas F. Kauffman, Medical University of the Americas – Nevis, United States

                Reviewed by: Simona De Stasio, Libera Università Maria SS. Assunta, Italy; Michela Ponticorvo, University of Naples Federico II, Italy; Jo Augustus, University of Worcester, United Kingdom

                *Correspondence: Eva O. L. Lantsoght e.o.l.lantsoght@ 123456tudelft.nl

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Copyright © 2021 Lantsoght, Tse Crepaldi, Tavares, Leemans and Paig-Tran.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 7, Tables: 7, Equations: 0, References: 58, Pages: 24, Words: 18252
                Original Research


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