Purpose

In this study, two mother-scholars describe their lived experiences working in higher education in the USA while parenting children with disabilities. They situate their narratives within the context of institutionalized motherhood, courtesy stigma and the career plateau experienced by many working mothers of children with disabilities.

Design/methodology/approach

Within this collaborative autoethnography, the authors employ autoethnographic narrative and poetic inquiry.

Findings

The authors reveal unique work-life tensions that they have experienced as mothers, teachers and scholars, reflecting on the experiences that led them to become advocates for people and families with disabilities.

Practical implications

The authors aim to reduce stigma and to disrupt the career plateau by offering suggestions to help coworkers and supervisors be more supportive of working parents of children with disabilities.

Originality/value

The authors enumerate the advantages of collaborative autoethnography in uncovering how stigma against mothers of children with disabilities is manifested within an academic community.

中文翻译：

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母师学者倡导者：在教授高原上讲述工作与生活

目的

在这项研究中，两位母亲学者描述了他们在美国高等教育工作并抚养残疾儿童的生活经历。他们将自己的叙述置于制度化的母性、礼貌的耻辱和许多残疾儿童的职业母亲所经历的职业高原的背景下。

设计/方法/方法

在这种协作性的自我民族志中，作者采用了自我民族志叙事和诗意探究。

发现

作者揭示了他们作为母亲、教师和学者所经历的独特的工作与生活之间的紧张关系，反思了导致他们成为残疾人和残疾人家庭倡导者的经历。

实际影响

作者旨在通过提供建议来帮助同事和主管更加支持残疾儿童的在职父母，从而减少耻辱感并打破职业高原。

原创性/价值

作者列举了协作自主民族志在揭示学术界内如何表现对残疾儿童母亲的污名方面的优势。