Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2016

Document Type


Degree Name

Master of Science in Education (MSEd)


Department of Learning, Technology and Leadership Education


Noorie Brantmeier

Diane Wilcox

Natalie Kerr Lawrence


Numerous studies and meta analyses have been published on work-family conflict, including its antecedents and outcomes. However, the current body of literature is dominated by research that focuses on the corporate context. As a result, there is an underrepresentation of women employed in the academy. An increasing number of scholars are addressing this gap in the literature by focusing on women employed in higher education. This research serves the purpose of supporting this growing area of research. Instructional faculty members at James Madison University, who self-identified as mothers, completed a survey to assess work-family conflict, its contributing factors, and outcomes. The survey measured seven variables: work pressure, work-family culture, supervisor support, coworker support, work-family conflict, psychological wellbeing and policy fairness. Results showed that mothers at James Madison University report moderate to high levels of work pressure and work-family conflict. A multiple regression model including work pressure, work-family culture, supervisor and coworker support, and work-family conflict, explained 56% of the variance in work-family supportive culture. Forty-nine percent of the variance in work-family supportive culture is explained exclusively by supervisor support. However, analyses did not indicated a significant difference in perceived supervisor support between STEM and non-STEM departments.