36.904, FYI: Call for Book Chapter Proposals: Navigating Parenting during the Doctoral Journey: Affordances and Constraints in Managing Academic and Family Responsibilities

[The LINGUIST List]

LINGUIST List: Vol-36-904. Fri Mar 14 2025. ISSN: 1069 - 4875.

Subject: 36.904, FYI: Call for Book Chapter Proposals: Navigating Parenting during the Doctoral Journey: Affordances and Constraints in Managing Academic and Family Responsibilities

Moderator: Steven Moran (linguist at linguistlist.org)
Managing Editor: Justin Fuller
Team: Helen Aristar-Dry, Steven Franks, Joel Jenkins, Daniel Swanson, Erin Steitz
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Editor for this issue: Joel Jenkins <joel at linguistlist.org>

================================================================


Date: 13-Mar-2025
From: Book Editors: Oksana Moroz, Silvia Vaccino-Salvadore, Gloria Park [parentingacademia at gmail.com]
Subject: Call for Book Chapter Proposals: Navigating Parenting during the Doctoral Journey: Affordances and Constraints in Managing Academic and Family Responsibilities


Editors
Oksana Moroz, PhD; Messiah University, PA, USA
Silvia Vaccino-Salvadore, PhD; American University of Sharjah, UAE
Gloria Park, PhD; Indiana University of Pennsylvania, USA
Note: This edited volume is under contract with Brill | Sense
Kessler and Casal (2024) recently introduced a practical guidebook to
help graduate students navigate the challenges and opportunities of
pursuing a doctoral degree. While the book primarily targets students
in applied linguistics, education, and TESOL, its overarching message
resonates with many graduate students: graduate school is stressful.
The authors discuss various challenges associated with earning a
doctorate, including parenthood. Given that the average age of
doctoral graduates is 34–and 38 for those in education (NSF, 2021)– it
is not surprising that many graduate students are also balancing the
responsibilities of having/raising children (Crawford & Windsor,
2021). The increasing focus on inclusivity and diversity in higher
education calls for re-evaluating how family responsibilities
intersect with academic aspirations, making this an ideal moment to
address the specific needs of student-parents and guardians in
doctoral programs.
While mothers' academic experiences have received growing attention
(Evans & Grant, 2008; Mithorn, Nelson, & Shotton, 2022; Muhammad &
Neuilly, 2019), the voices of fathers and other guardians in doctoral
education remain largely marginalized. This exclusion is problematic
because it ignores how varied caregiving roles can shape academic
trajectories, challenges, and successes. Furthermore, this gap is
particularly notable given that student-parents remain an "invisible
population" on college campuses in the United States (Reichlin Cruse
et al., 2019; White, 2014).
This edited collection seeks to address this critical gap by bringing
together diverse voices and perspectives from doctoral students who
navigate the complex intersection of parenting/guardianship
responsibilities and academic pursuits. A unique feature of this
volume is its focus on contributors with K-12 teaching experience,
offering an opportunity to explore how prior roles in education
influence parenting/guardianship and doctoral experiences. As a
result, we welcome contributions from doctoral student-parents and
guardians working in diverse K-12 educational contexts worldwide.
Scope and Objectives
The volume aims to illuminate several key areas:
1. The challenges and opportunities of balancing parental/guardian
responsibilities with doctoral studies
2. The ways in which prior K-12 teaching experience shapes approaches
to parenting and doctoral work
3. Institutional, social, and cultural barriers faced by
parent/guardian doctoral students
4. Strategies for success and coping mechanisms developed by these
individuals
5. Implications for institutional policies and support systems
Potential Topics
We welcome  chapters that address, but are not limited to, the
following topics:
● Work-life balance and coping strategies
● Identity negotiation between academic and parental/guardian roles
● Institutional barriers and support systems
● Experiences of discrimination or marginalization
● Transformative insights gained from dual roles
● Impact on career trajectories and academic progress
● Cultural and geographical perspectives on parenting/guardianship in
academia
● Intersectional experiences of student-parents/guardians
● Balancing life, work, and doctoral journey
● Mental, emotional, and/or spiritual well-being while pursuing a
doctoral degree and managing parenting responsibilities
● Navigating multiple identities as a parent/guardian in doctoral
programs
Types of Submissions
We invite a variety of submission formats, including:
● Personal narratives
● Empirical studies
● Theoretical and conceptual work
● Auto-ethnographic accounts
Contributor Eligibility
Contributors should:
● Be current or former doctoral students who have experience as a
parent/guardian during their  studies
● Have K-12 teaching experience, particularly in North American
contexts (though international perspectives are welcome)
● Be willing to share personal insights and reflections
● Engage with issues of inclusivity and intersectionality
Submission Guidelines
Prospective authors are invited to submit a 350-450 word abstract
outlining their chapter through this Google Form by May 15th, 2025.
Authors will be informed of the decision by August 15th, 2025, for
inclusion into this edited collection. Acceptance of the abstract is
provisional, and the final decision rests on the final complete
chapter submission. The editors reserve the right to reject any final
drafts that do not meet the submission criteria. Questions can be
directed to parentingacademia at gmail.com. Please contact us if you
cannot access the Google Form to submit your proposal.
Chapter proposal submissions should include the following elements:
● Tentative title
● Chapter purpose
● Description of methodologies and/or perspectives employed
● Explanation of how the chapter aligns with the edited collection
description
● List of references (not included in word count)
● A 100-word biography of each author
Editorial and Publishing Information
This collection will undergo rigorous peer review and aims to serve as
a valuable resource for educators, policymakers, and fellow doctoral
students. It will contribute to broader discussions about creating
more inclusive and supportive academic environments for
student-parents/guardians, who often remain invisible on college
campuses.
Tentative Timeline:
● Submission of proposals: May 15th, 2025
● Notification of accepted chapter proposals: August 15th, 2025
● Submission of full works: December 1st, 2025
● Continuous chapter reviews: From December 1st, 2025 to June 1st,
2026
● The book submitted to the publisher: June 2026
● Anticipated publication: Fall 2026/Winter 2027
References
Crawford, K. F., & Windsor, L. C. (2021). The PhD parenthood trap:
Caught between
work and family in academia. Georgetown University Press.
Grant, C., & Evans, E. (Eds.) (2008). Mama Ph.D.: Women write about
motherhood
            and academic life. Rutgers University Press.
Kessler, M., & Casal, J. E. (2024). Making the most of graduate
school: A practical
guidebook for students in applied linguistics, education, and TESOL.
Applied
Linguistics Press.
Minthorn, R. Z., Nelson, C. A., & Shotton, H. J. (Eds.). (2022).
Indigenous motherhood
in the academy / edited by Robin Zape-tah-hol-ah Minthorn, Christine
A.
Nelson, Heather J. Shotton. Rutgers University Press.
Muhammad, B. M., & Neuilly, M. A. (Eds.). (2019). Mothering from the
field: The
impact of motherhood on site-based research. Rutgers University Press.
National Center for Science and Engineering Statistics. (2021).
Doctorate recipients
from US universities (Table 27). Retrieved from:
https://ncses.nsf.gov/pubs/nsf22300/data-tables
Reichlin Cruse, L., Holtzman, T., Gault, B., Croom, D., & Polk, P.
(2019, June 1). Parents
in college by the numbers. Institute for Women's Policy Research.
Retrieved
from https://iwpr.org/publications/parents-college-numbers/.
White, G. B. (2014, December 11). The quiet struggle of college
students with kids. The
Atlantic. Retrieved from
https://www.theatlantic.com/business/archive/2014/12/the-quiet-struggle-of-co
llege-students-with-kids/383636/

Linguistic Field(s): Not Applicable

Subject Language(s): English (eng)




------------------------------------------------------------------------------

********************** LINGUIST List Support ***********************
Please consider donating to the Linguist List to support the student editors:

https://www.paypal.com/donate/?hosted_button_id=87C2AXTVC4PP8

LINGUIST List is supported by the following publishers:

Bloomsbury Publishing http://www.bloomsbury.com/uk/

Cambridge University Press http://www.cambridge.org/linguistics

Cascadilla Press http://www.cascadilla.com/

De Gruyter Mouton https://cloud.newsletter.degruyter.com/mouton

Elsevier Ltd http://www.elsevier.com/linguistics

John Benjamins http://www.benjamins.com/

Language Science Press http://langsci-press.org

Lincom GmbH https://lincom-shop.eu/

Multilingual Matters http://www.multilingual-matters.com/

Netherlands Graduate School of Linguistics / Landelijke (LOT) http://www.lotpublications.nl/

Oxford University Press http://www.oup.com/us

Wiley http://www.wiley.com


----------------------------------------------------------
LINGUIST List: Vol-36-904
----------------------------------------------------------