Between Activity and Temporality:

female higher education professors’ experiences in returning to in-person work during the COVID-19 pandemic

Abstract

Time is managed differently by women and men because of the sexual division of labor, which hierarchizes productive and reproductive work. The COVID-19 pandemic, by imposing social isolation and the closure of higher education institutions, exacerbated these inequalities—particularly among faculty. This study examined the relationship between activity and the experience of temporality among female university professors returning to in-person work. Informed by Activity Clinic and Cultural-Historical Theory, activity is understood not merely as observable actions, but also as intentions and unrealized possibilities. Experience is conceptualized as involving suffering and it is shaped by affect, emotion, and social context. Eight female professors from a public university participated in interviews, using a calendar to represent their daily and weekly activities. The return to face-to-face classes after social isolation evoked estrangement, insecurity, and difficulties in adapting. Reconstructing teaching dynamics affected interpersonal bonds, emotional states, and perceptions of productivity. Attempting to sustain the pace set during remote work intensified workload pressures, reinforcing mental and physical exhaustion. Reproductive labor remained invisible, predominantly shouldered by these professors, who balanced domestic tasks, family care, and academic responsibilities. Hiring other women or relying on shared custody alleviated some burdens and afforded brief opportunities for self-care, although access to leisure remained unequal. Future studies could compare different institutional settings and academic fields to gain a deeper understanding of time management and the interplay between productive and reproductive work.