Abstract
In this article we explore the role of academic discipline on the careers of tenure-line faculty women with children. Longitudinal, qualitative findings show that disciplinary contexts and ideal worker norms shape what it means to be an academic and a mother. Even after achieving tenure, ideal worker norms affect these roles; professional advancement is not a given in the academic pipeline. Institutions of higher education must create environments that facilitate the promotion of women to the rank of full professor and into administrative positions.
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