“My only solution is to work later and sleep less”: exploring the perspectives of parenting in academia in Ontario, Canada

Purpose The purpose of this study is to explore the experiences of parents who have full professorial positions (in faculties of engineering and nursing) in universities in Ontario, Canada, with a particular focus on the ways in which gender shapes professors' parenting experiences. Design/methodology/approach We employ a case study methodology involving quantitative and qualitative data collected from a survey emailed to full professors in Ontario. Findings Data from the study reveal that numerous strategies, resources (e.g. informal social support networks, supportive partners) and institutional supports (i.e. pausing the tenure clock after child birth) are required to assist academics to meet the extensive demands of their positions, while they perform caregiving responsibilities for their children. Research limitations/implications The protected ground of family status is inconsistently applied in Canadian human rights policy, considerably reducing its transformative potential. Yet, while family status gains greater recognition in rights-based practice, we argue that it be added to forthcoming institutional equity, diversity and inclusion (EDI) action plans across post-secondary institutions to better ensure equity for mothers who shoulder significant paid and unpaid work responsibilities. Originality/value While there is literature on parenting in academia, family status is rarely featured as an intersection of interest in EDI research. This article aims to fill this gap.