The work experiences of faculty in higher education often entail being overworked and stressed, and this is particularly true for women faculty and faculty of color. This essay is situated at the intersection of gender, race, axiological, epistemological, and occupational identities. In this metatheoretical argument, we propose a new concept communicative labor by exploring how existing scholarly frameworks regarding workplace emotion, compassionate communication, and gendered work intersect to inform the experiences of critical women scholars and the ways their labor is communicatively manifested across research, teaching, and service. More specifically, we argue that communication itself (i.e., literally listening, speaking, and writing) becomes emotionally-laden work amid the research, teaching, and service performed by critical women scholars. We aim, through our articulation of communication labor, to disrupt dominant narratives of what faculty work lives should be, and we call for a paradigm shift in the way faculty labor is socially constructed so that we can improve critical women faculty’s success and well-being.
Gist-Mackey, Angela N.; Kunkel, Adrianne; and Guthrie, Jennifer A.
"Surviving Communicative Labor: Theoretical Exploration of the (In)Visibility of Gendered Faculty Work/Life Struggle,"
Academic Labor: Research and Artistry: Vol. 5
, Article 3.
Available at: https://digitalcommons.humboldt.edu/alra/vol5/iss1/3