What Is Work-Life Balance? Elusiveness and Inequities for Academic “Motherers” in Music Teacher Education

Abstract The quest for work-life balance is a significant challenge in higher education, particularly for those navigating multiple roles as both scholars and caregivers. Despite the flexibility often associated with academia, increasing expectations for faculty undermine its adaptable schedule. This chapter explores how the difficulty in achieving work-life balance is compounded for academic “motherers,” whose professional landscape is shaped by historical biases that often leave them shouldering the lion’s share of caregiving responsibilities while also striving to meet the rigorous demands of teaching, scholarship, and service. Through an examination of how gender and parental status create challenges in navigating institutional processes such as tenure and promotion, and in the gender-stereotyped expectations in the field of music education, this chapter highlights how structural demands, societal norms, and pandemic-related challenges create a precarious balancing act for parents in music education. Additionally, this chapter critiques the narrow focus of existing literature, which often centers on cisgendered white women in heterosexual relationships, and calls for a more intersectional approach that includes diverse family structures and experiences. Through recommendations and strategies for institutions, music departments, and individual faculty, the chapter aims to create a pathway for challenging inequities, providing accessibility, and making progress toward the elusive aim of work-life balance.