If you work in (higher) education, you will know some version of the following paradox: It takes the ‘best’ candidates to educate people for a life in which there is no time for education. – What I mean is that, while we pretend to apply meritocratic principles in hiring (of researchers and instructors), there is not even a glimpse of such pretence when it comes to the education of our children. If we were to apply such principles, we would probably expect parents (or others who take care of children) to invest at least some amount of time in the education of their children. But in fact we expect people to disguise time spent with or for their children. So much so that one might say: your children live in competition with your CV. – There are many problems when it comes to issues of care and employment, but in what follows I’d like to focus especially on the role of time and timing.
A few days ago I read a timely blog post over at the Philosophers’ Cocoon: “Taking time off work / the market for motherhood?”. The crucial question asked is whether and, if yes, how to explain “the gap” in productivity. Go and read the post along with the comments (on this blog they tend to be worth reading, too) first.
For what it’s worth, let me begin with my own more practical piece of advice. If a gap is visible, I would tend to address it in the letter and say that a certain amount of time was spent on childcare. Why? I’m inclined to think of cover letters in terms of providing committee members with arguments in one’s favour. If someone says, “look, since his PhD, this candidate has written three rather than two papers”, someone else can reply with “yes, but this difference can be explained by the time spent on childcare”. Yet, this advice might not be sufficient. If candidates are really compared like that, people might not sufficiently care about explanations. All I would hope for is that providing arguments or explanations for gaps should at least not hurt your chances.
However, this does not counter the structural disadvantages for women and mothers in our institutions. You might object that there are now many measures against such disadvantages. While this might be true, it also leads to problematic assumptions. Successful women now often face the suspicion of being mere beneficiaries of affirmative action. This could entail that awards or other successes for women might be assessed as less significant by their peers. (Paradoxically, this could increase the prestige of awards for male peers since they count as harder to get in a climate of suspicion.) But the problems start before any committee member ever sets eyes on an application. What strikes me as crucial is the idea that childcare is construed as a gap. Let me mention just three points:
- Construing childcare as a gap incentivises treating it as a waste of time (for the stakeholders). But this approach ignores that employees in higher education are representatives of educational values. Treating childcare and, by extension, education as a waste of time undermines the grounds that justify efforts in education in the first place.
- You would expect that work in higher education requires certain skills, some of which are actually trained by taking care of children. Attentiveness, constant interpretational efforts, openness to failure, patience, time management, dealing with rejection, you name it. While I’m not saying that parents are necessarily better teachers or researchers, it’s outright strange to play off one activity against the other.
- At least in the field of philosophy, most work products are intrinsically tied to the producer. It’s not like you could have hired Davidson to write the work published by Anscombe. Unlike in certain examination practices, our texts are not crafted such that someone’s work could be replaced anyone else. So all the prestige and quantification cannot stand in for what they are taken to indicate. Thus, comparing products listed on a CV is of limited value when you want to assess someone’s work.
That said, the positive sides of parenthood are often seen and even acknowledged. At least some fathers get a lot of credit. Strangely, this credit is rarely extended to mothers, even less so in questions of employment conditions. Ultimately, the situation reminds me of the cartoon of a sinking boat: the people on the side that is still up and out of the water shout in relief that they are lucky not to be on the side that sank. Yet, educating children is a joint responsibility of our society. If we leave vital care work to others, it’s more than cynical to claim that they didn’t keep up to speed with those who didn’t do any of the care work. Comparing CVs obscures joint responsibilities, incentivising competition where solidarity is due. Such competition sanctions (potential) mothers in particular when excluding them from jobs in higher education or the secure spots on what might turn out to be the Titanic.