Work-Family Conflict in Academic Science: Differential Experiences of Foreign-Born and US-Born Faculty

Foreign-born faculty comprise a significant percentage of science, technology, engineering, and mathematics faculty in U.S. higher education. Aside from cultural and regional diversity, they also bring other demographic diversity to the professoriate. Yet, little is understood of how these faculty navigate their work-home life demands. This article aims to contribute to the understanding and study of work-family conflict (WFC) by exploring the experiences of foreign-born faculty in the context of U.S. academic science. Using data from a national survey of faculty in doctoral-serving institutions, the study examines the WFC challenges faced by foreign-born faculty, especially women, as compared to their U.S.-born counterparts. Contrary to the initial hypothesis, we found that both foreign-born and U.S.-born faculty experience similar levels of WFC. Drawing from the job demands-resources theory, the study identifies distinct drivers of WFC for each group, highlighting the importance of workload distribution, caregiving responsibilities, and organizational culture. The intersectionality approach further uncovers the complexity of WFC experiences concerning multiple demographic and cultural dimensions, illustrating the compounded challenges faced by foreign-born women faculty. By offering insights into how foreign-born status and gender interact to impact WFC, this study emphasizes the importance of organizational support systems to recognize the diverse needs of faculty, thereby enhancing the competitiveness of U.S. research institutions.