Commentary: COVID-19 and Long-Term Impacts on Tenure-Line Careers
2020; University of Chicago Press; Volume: 11; Issue: 4 Linguagem: Inglês
10.1086/712579
ISSN2334-2315
AutoresAudrey Mengwasser Shillington, Sarah Gehlert, Paula S. Nurius, Jorge Delva, Nancy R. Hooyman, Ronald W. Manderscheid, Lawrence A. Palinkas,
Tópico(s)COVID-19 and healthcare impacts
ResumoPrevious articleNext article FreeCommentary: COVID-19 and Long-Term Impacts on Tenure-Line CareersAudrey Mengwasser Shillington, Sarah Gehlert, Paula S. Nurius, Jorge Delva, Nancy R. Hooyman, Ronald William Manderscheid, and Lawrence A. PalinkasAudrey Mengwasser ShillingtonSan José State University Search for more articles by this author , Sarah GehlertUniversity of Southern California Search for more articles by this author , Paula S. NuriusUniversity of Washington Search for more articles by this author , Jorge DelvaBoston University Search for more articles by this author , Nancy R. HooymanUniversity of Washington Search for more articles by this author , Ronald William ManderscheidNational Association of County Behavioral Health and Developmental Disability Directors Search for more articles by this author , and Lawrence A. PalinkasUniversity of Southern California Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookxLinkedInRedditEmailPrint SectionsMore Concerned about reports from pre-tenure-track scholars about the impacts of the COVID-19 pandemic, the 12 members of the American Academy of Social Work and Social Welfare Board of Directors charged a group of its members to explore concerns and gather suggestions for social work and other higher education administrators. The following commentary reports their findings, reflecting broadly experienced challenges, gender inequities, and experiences of pretenure faculty of color. We end with seven recommendations for helping pre-tenure-track scholars to succeed in their careers despite the challenges of the COVID-19 pandemic. The academy has long operated as a trifecta of tenure-line faculty roles: research, teaching, and service. The mission of the American Academy of Social Work and Social Welfare (AASWSW) is, in part, to encourage and recognize outstanding research, scholarship, and practice that contribute to a sustainable, equitable, and just future. As such, the AASWSW Board of Directors felt it important to offer an opinion on the unique challenges that our profession's junior faculty are facing during the COVID-19 pandemic, including the impact on their current research and scholarship and their research trajectories. As senior scholars and AASWSW fellows, we feel a responsibility to draw on the experiences of junior faculty to help chart a course for work and life balance and to call out and recognize the impact of the pandemic on that balance. Because of increasing expectations for research productivity, many social work doctoral graduates have moved into postdoctoral training programs rather than starting the tenure clock immediately upon completion of their degrees, or they have negotiated reduced teaching and increased research time in new faculty appointments. Both of these pathways are intended to mentor and support recent doctoral graduates by strengthening their research trajectories and potential for successful academic careers. Unfortunately, the COVID-19 pandemic has disrupted these trajectories. We are just beginning to understand the pandemic's effect on research. Modifications devised by universities to allow projects to restart thus far tend to be geared toward laboratory research. Often, data collection in social work research is done directly with individuals and groups and typically requires face-to-face contact, complicating data collection during the pandemic. Yet, little direction has emerged on how to do this safely. Public health and research guidelines have not been synchronized to provide direction, which is a particular problem for pretenure faculty who have no time to ponder how to proceed when they are on the tenure clock. Likewise, human-subject protections are geared toward individuals (Ross et al., 2010) and offer little guidance on how to protect the rights of groups and communities even in the best of times. Although possible to do virtually, qualitative research—especially focus group interviews—may lose some of its chief benefits (e.g., group members triggering ideas from one another about something that they might not think about every day, like public housing residents' attitudes toward new smoking policies). Institutional review boards have yet to address how to ensure confidentiality of responses when multiple individuals are interviewed in separate locations virtually (Gehlert & Mozersky, 2018). At best, these challenges slow down the review process. Adding difficulty, faculty may need to negotiate with their institutional review boards, or projects may be unable to proceed due to poor understanding of or experience with how to adapt regulations to the new reality. A great deal of social work research is focused on translation, implementation, and/or dissemination science. Such work is conducted in a community-engaged, collaborative partnership with an aim of better addressing inequities among the most vulnerable populations. This research is vital to advance social policies and services to address systemic racism (Herrenkohl et al., 2020). However, community-engaged translational research faces additional challenges under COVID-19 public health restrictions. Participant access to the Internet is one such challenge. Fewer people of lower socioeconomic status can take part in research when methods require Internet connectivity. Because pretenure faculty members are less likely to have obtained the large, federally funded grants that might cover the costs of devices that allow participant connectivity, they are less able to address these barriers. Additionally, pretenure faculty are much less likely to have accumulated discretionary funds for research contingencies or to have developed a network of colleagues to call upon for assistance, putting them at greater disadvantage than more senior peers. These are just a few ways in which restrictions due to COVID-19 are impacting research activities and disproportionately impacting junior faculty. In March 2020, the surge of COVID-19 infections resulted in most U.S. higher education institutions closing to in-person teaching and research, and many remained closed in fall 2020. As a result, faculty members have had to take on new responsibilities related to online learning. To accommodate the additional demands on and disruptions to junior faculty time and workload, many universities and colleges have added an option of an extra year to the tenure clock (Myers et al., 2020). A few institutions, including the University of Southern California, are considering a 2-year extension to the tenure clock. However, the impacts of pandemic-related disruptions may be felt for years or decades to come, raising concerns about whether stopping the tenure clock for 1 or 2 years is sufficient. Because research trajectories are cumulative, an initial delay has the potential to affect a scholar's long-term trajectory. It is important that more senior colleagues and administrators be mindful of the pandemic's longer-term effects on careers. When a junior faculty member is tenured, they are also usually promoted. Although the 1- or 2-year extensions will provide the extra time scholars may need to adjust their research efforts and accommodate work interruptions, extensions also will delay promotional salary increases and potentially affect faculty and administrator perceptions of whether or not pretenure faculty members are on track.AASWSW Mentor Survey In a recent survey of 30 AASWSW Fellow mentors and 49 junior faculty mentees who are participating in AASWSW's mentoring initiative, several themes emerged that indicate a need for additional structural changes to support junior faculty. The rapid shift to and sustained need for online teaching has created considerable disruption, requiring more effort to quickly redesign courses and deliver content in new and engaging ways. In some instances, junior faculty reported receiving limited initial support in mastering the online teaching modality. Junior faculty also reported greater time needed to attend to students who were struggling, as well as uncertainty regarding how online teaching may affect teaching evaluations—consequential for promotion reviews. The immediacy of teaching needs has often eclipsed scholarship aims. Many junior faculty reported that research projects were paused for a variety of reasons, including curtailed in-person data collection; negative effects on budgets and personnel; and community and system partners struggling with the pandemic, which deprioritized research. Respondents also reported that the COVID-19 pandemic and concurrent racial justice issues were distressing and fragmenting, shifting research to online platforms was slow and disruptive, and the ability to meet planned deadlines (e.g., grant applications) was impaired. As reflected in our survey, many assistant professors are parents who need to balance childcare, homeschooling, and meeting the academy's demands for productivity. Parent respondents, especially mothers, recognized that they are at a disadvantage under pandemic work conditions compared to their counterparts without children or other family members needing caregiving. Colleagues without caregiving responsibilities reported having more time under stay-at-home restrictions to focus on their research because of reductions in commute time, professional travel, and committee work. Caregiving combined with homeschooling drains the time, energy, and concentration of pretenure faculty who are parents, leaving them less time to focus on their research and scholarship. These parents described ongoing juggling of responsibilities, with one admitting, "Honestly, this is not sustainable." Feeling less productive than in the past, junior faculty respondents reported becoming increasingly anxious about their preparation for promotion and tenure—whether they may be perceived as getting by with less substantial records—and their future research trajectories. AASWSW's survey data, as well as anecdotal accounts of the additional burdens faced by junior faculty who are working from home, suggest that assistant professors who are mothers tend to carry more of the childcare responsibilities than fathers. Race/ethnicity differences and emotional distress were also expressed. One Black, Indigenous, and People of Color (BIPOC) junior faculty member said, "The recent acts of violence towards racial/ethnic minorities and persistent discrimination has been emotionally taxing." Another reported that police violence and protests "took things [their stress] to a whole other level." BIPOC pretenure faculty also carry a greater time and emotional burden from the need to support students of color who are also distressed, along with requests for lectures and consultation responding to current events. Expectations for third-year and promotion and tenure reviews need to consider such structural inequities by gender and race/ethnicity as well as other social marginalities that may be germane. Junior faculty members typically receive mentorship related to developing community-based research partnerships and collaborative relationships within transdisciplinary teams. However, disruptions caused by the global health crisis are changing the ways in which research is conducted, particularly limiting opportunities for research and clinical partnerships, pilot studies, grant applications, and eventually, funded projects. Research and clinical partnerships, which typically take a great deal of time to nurture and develop, may halt entirely. Even worse, agency-based partners may not remain in business after the pandemic, leaving some junior faculty needing to revise research plans and directions. Even if these partnerships can be sustained, pilot data collection needed for grant applications may be delayed since conducting face-to-face interviews or focus groups is not possible under COVID-19 health safety regulations. It would behoove our profession to swiftly devise ways to ensure the future success of community-engaged, translational scholarship during a persistent pandemic. Additionally, many junior faculty struggle with remote work or find it difficult to stay connected with cross-disciplinary teams. In our survey, many mentees lamented that they are not able to meet the goals they had set with their mentors and are lagging in contact with them. Mentors reported being distracted as well, as they are being pulled into more demanding leadership roles to help their colleges and universities navigate the new realities for faculty, staff, and students. There are distinctive impediments related to the current health crisis that are differentially impacting those who are at the early stages of their academic careers. We have typically conceptualized a research trajectory as an upward curve that represents both a clear conceptualization of one's scholarship with a steady increase in the body of work and its impact across one's career. It is possible that there will be a different developmental pathway for those in junior faculty positions now. The momentum that was developed prior to the pandemic could well stall or dissipate. If indeed the novel coronavirus continues to impact academia and research efforts well into 2021, then many junior scholars will find themselves in a "full reboot" mode. This restart would mean a significant dip in the career trajectory that could be felt for many years to come, affecting not only individual faculty but also the entire pretenure faculty cohort living through this.Recommendations We have developed the following recommendations for leadership in higher education institutions to consider as we move forward. The focus is on how to make structural adjustments and create supports to assure the success of junior faculty in academia.Specialized Mentoring Mentoring of junior faculty should consider and include recommendations and suggestions that help with challenges stemming from the "safer at home" orders and other restrictions outside the home. Efforts should be aimed at increasing awareness among senior faculty and deans/directors of how the COVID-19 pandemic is differentially impacting junior faculty, particularly those with young children. Above and beyond the specific mentoring activities of AASWSW, leaders should identify ways to support faculty who have young families and are struggling to juggle scientific endeavors and online instruction with caretaking and homeschooling. There is a need to define what work-life integration—rather than work-life balance—looks like. The traditional lines between work and home—public and private spheres—have been blurred by caregivers and parents working at home with children who lack childcare, prekindergarten, and after-school activities. Faculty members may also have caretaking responsibilities for older family members or those with disabilities, a phenomenon arguably more acute for those who are pretenure. Many educators are struggling with knowing when to "turn off" work. With work now in the home, the computer continually beckons regardless of the number of hours spent on professional activities.Workload Adjustments University leadership should consider adjustments to faculty workloads to allow for optimum success in such unusual circumstances. Most K–12 schools are again conducting at least some, if not most, learning remotely, leaving parents trying to piece together childcare, tutoring assistance, and other supports that allow them to focus on their own work during the day. Higher education programs should consider innovative supports, such as additional temporary financial support or reduced course loads.Not All Research is Pivotable Researchers everywhere are grappling with how to continue their science remotely. Administrators and senior faculty should recognize this issue and address it in plans related to promotion and tenure. These plans should reflect an understanding that conducting research under remote/virtual conditions may require changes in methods and designs that are suboptimal. Such changes may render resulting manuscripts less likely to evidence what a particular field considers the most rigorous methodological approaches. This has implications for where an article may be published (not in a higher impact journal, for instance) and thus how a faculty members' scholarship is appraised by internal and external reviewers during tenure and promotion processes. Schools should be especially sensitive to ensuring that pretenure faculty members have access to the equipment and training that will allow them to make optimal use of digital technology in a way that matches their specific needs.Policy Changes for Traditional Timelines Adjust tenure and promotion expectations over a longer period than the typical 6-year timeframe in the United States. As noted earlier, most U.S. colleges and universities have put in place a 1-year extension due to the teaching and research disruption in spring 2020, and a few institutions have considered a 2-year extension. However, this may need to be thought through more carefully, taking into consideration the layers of nuance related to the burdens added by COVID-19 and the longer-term disruption discussed previously. For this reason, a few institutions are suggesting that junior faculty include a one-page statement in their tenure packets explaining the deleterious effect of the pandemic on their individual work and career trajectories. The impact of these disruptions is likely to radiate through academic careers in a longitudinal manner. Formal policies should be put in place as historical reference long after this pandemic is past. Instructions related to tenure and promotion review should include explicit guidelines regarding like comparisons. In other words, comparisons of portfolios should be relative to others who have experienced similar impacts from the current health crisis.Extramural Funding The impact of this global pandemic and ensuing fiscal crisis will also be felt by the foundations and agencies that fund research. Institutes of higher education are already making deep changes due to the shrinking national and state economies. On the heels of multiple years of extraordinary economic growth, the U.S. shifted suddenly to two quarters of unprecedented steep decline in GDP. Funds allocated for research are likely to be reduced over time with less earmarked for social and behavioral sciences. As such, it will be important for both internal and external reviewers of tenure and promotion materials to recognize the potential impact of shifts in extramural funding on junior faculty portfolios. There is no more critical time for research that examines and addresses societal inequities and disparities. Advocacy by schools and professional organizations for the continued support of social and behavioral research is critical.Systemic Change & Seamless Employee Supports New policies and programs must be created and launched to address some of the structural and systemic barriers experienced by women, sexual minorities, and BIPOC faculty, who might be disproportionately affected by the pandemic. For example, empirical research indicates that publication submissions by women have dropped this year while submissions by men have increased (Cui et al., 2020). An opinion published in the Proceedings of the National Academy of Sciences spotlighted the gender inequities that already existed in the academy and biases inherent in extramural funding reviews and discussed how the challenges presented by COVID-19 exacerbate such biases (Malisch et al., 2020). Those already overburdened and taxed with disproportionate expectations for service and student mentoring must, due to the pandemic, cope with the added demands of caregiving, family illness, and meeting the mental health needs of socially isolated students. As noted by Ventura and Wong (2020), BIPOC faculty are often asked to "step up" to support and care for marginalized students. However, Ventura and Wong argued, faculty of color also need permission to "step back" to reevaluate what support looks like and engage in the self-care necessary to sustain their work. Additionally, this challenges schools of social work to facilitate access to appropriate counseling and other supports for women, sexual minorities, and faculty of color. Those providing the services should be explicitly oriented toward the distinctive demands and pressures experienced by those in tenure-track positions.Finding Positives in the Crisis All scholars should consider the lessons learned from the increased use of digital resources during the pandemic and how these lessons might be incorporated to strengthen and extend the profession. Careful analysis should be done to identify new and innovative ways in which work has successfully been implemented through this health, social, and economic crisis. This may be a unique time when all researchers, regardless of discipline, are struggling with many of the same challenges. Can we identify ways to use technology to extend transdisciplinary and trans-science research partnerships? What unexpected enhancements to our research enterprise may lead to stronger partnerships addressing inequities spotlighted by this pandemic? Although junior faculty are facing unprecedented obstacles and challenges, innovations and creative pathways may be forged.Acknowledgments We would like to acknowledge the contributions of the American Academy of Social Work and Social Welfare Board of Directors.Notes Audrey Mengwasser Shillington, PhD, is dean of the San José State University College of Health and Human Sciences. Sarah Gehlert, PhD, is dean of the University of Southern California Suzanne Dworak-Peck School of Social Work. Paula S. Nurius, PhD, is the Grace Beals-Ferguson Scholar and Professor at the University of Washington School of Social Work. Jorge Delva, PhD, is dean of the Boston University School of Social Work. Nancy R. Hooyman, PhD, is a professor and dean emerita at the University of Washington School of Social Work. Ronald William Manderscheid, PhD, is executive director of the National Association of County Behavioral Health and Developmental Disability Directors. Lawrence A. Palinkas, PhD, is the Albert G. and Frances Lomas Feldman Professor of Social Work and Health at the University of Southern California Suzanne Dworak-Peck School of Social Work. Correspondence regarding this article should be directed to Audrey M. Shillington, College of Health and Human Sciences, One Washington Square, San José State University, San Jose, CA 95192 or via e-mail to [email protected].ReferencesCui, R., Ding, H., & Zhu, F. (2020, June 9). Gender inequality in research productivity during the COVID-19 pandemic. SSRN. https://doi.org/10.2139/ssrn.3623492First citation in articleGoogle ScholarGehlert, S., & Mozersky, J. (2018). Seeing beyond the margins: Challenges to informed inclusion of vulnerable populations in research. Journal of Law, Medicine, and Ethics. 46(1), 30–43. https://doi.org/10.1177/1073110518766006/PMID: 30093794First citation in articleCrossrefGoogle ScholarHerrenkohl, T. I., Wooten, N. R., Fedina, L., Bellamy, J. L., Bunger, A. C., Chen, D., Jenson, J. 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