Emotional Labor in Academia: The Case of Professors
Emotional Labor in Academia: The Case of Professors
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学术界的情绪劳动：教授的案例
DOI：
10.1177/000271629956100107
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
M. Bellas
中科院分区：
文献类型：
--
作者：
M. Bellas
大多数教授将他们的时间分配给教学、研究、服务，对一些人来说，还包括行政管理。与非学术劳动力市场一样，学术界也存在性别报酬结构。教学和服务与文化上被定义为女性的特征和行为最为一致，总的来说，女性在这些活动上花费的时间比男性多。教学和服务显然涉及大量的情绪性劳动，但这种劳动通常不被视为涉及有价值的技能，因此回报也很低。相比之下，研究和管理与文化上被定义为男子气概的特征有关，平均而言，男性在这些活动上花费的时间更多。虽然研究和管理也涉及情绪化劳动，但他们的情绪化方面在很大程度上被忽视了，而智力、技术或领导技能被强调并得到了高度补偿。除了男女参与不同活动的倾向不同，以及与这些活动相关的性别奖励结构不同外，即使任务相同，两性所需的情绪劳动的类型和强度也可能不同。
Most professors divide their time between teaching, research, service, and, for some, administration. As in the nonacademic labor market, there is a gendered reward structure in academia. Teaching and service are most closely aligned with characteristics and behaviors culturally defined as feminine, and, in the aggregate, women spend more time in these activities than men. Teaching and service clearly involve substantial amounts of emotional labor, but this labor is generally not seen as involving valued skills and is conse quently poorly rewarded. In contrast, research and administration are associated with traits culturally defined as masculine, and, on average, men spend more time in these activities. Although research and administration also involve emotional labor, their emotional aspects are largely ignored, while intellectual, technical, or leadership skills are emphasized and highly compensated. Aside from differences in the propensity of women and men to engage in different activities and the gendered reward structure associated with these activities, even when the tasks are the same, the type and intensity of emotional labor required of the sexes may differ.