Emotional Rescue: Junior Women Academic’ Experiences on Emotional Labor and Academic Identity Work

This study explores the emotional challenges and identity work processes experienced by junior women academics as they navigate the complexities of academia. Through semi-structured qualitative interviews, the research highlights how gender-based power imbalances, workplace culture, and pressure to meet high expectations shape their daily experiences. The rationale for this study is built on the growing body of research that has documented the unique challenges and barriers faced by women faculty, particularly at the early stages of their academic careers. Studies have consistently highlighted the emotional toll of managing professional identities, negotiating gendered expectations, and contending with systemic biases and exclusion within the academy. However, the specific experiences of junior women academics remain an understudied area, warranting further investigation. This research contributes to the existing literature by providing rich, empirical insights into the emotional labor and identity work undertaken by junior women academics. The findings illuminate the significant emotional challenges faced by these academics, including feelings of self-doubt, imposter syndrome, and burnout, as they strive to navigate the complex social and professional dynamics of the academic environment. Furthermore, the study's results underscore the critical need for academic institutions to acknowledge and address the unique emotional burdens borne by junior women academics, to support their well-being, professional development, and long-term retention within the academy.