Affiliation:
1. Pepperdine University, USA
2. Kent State University at Geauga, USA
Abstract
Using Goffman's dramaturgical approach to frame their reflections upon the role stress the authors as academics, specifically Black female academics, have faced; they use auto-ethnographic methods to reflexively examine intersections of stereotypes and tropes of Black women with their efforts at navigating role stress, roadblocks, and impression management during their professorial and administrative career trajectories. After integrating their experiences within a conceptual overview of role stress and Goffman's model, the authors share their strategies to decrease the impact of role stress: finding peers with similar role sets, utilizing informal mentors, practicing peer mentoring, staying “no,” multitasking, prioritizing roles, and having fun. Finally, they share institutional practices that help them manage role stress: allowing them flexibility with teaching schedules, having a child-friendly culture, offering resources for alleviating role stress, and formal graduate school career socialization workshops.