Emotional Labor in Academia: The Case of Professors

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.