"Sure...I'll do it." Service (with a Smile?)

In my on-campus interview for my current position, I asked the dean how the expectations for research, teaching, and service would ideally break down. He estimated 50% research, 40% teaching, 10% service. I am in my second year now, and my research has ground to an unforeseen halt (probably why the dean was so emphatic about research in our conversation that day). There are several reasons for this drop off in production, the biggest one being service. Last year I had specific plans about what my service would be and that I would not go beyond that contribution, but I have far exceeded this plan and am now wondering how to reincorporate research into my schedule.

In my particular case, I do not think it was my gender so much as a series of events (including my own competency) that landed me in this situation. However, this brings to bear some important questions for junior scholars about how service is counted, especially when it is a large commitment, such as chairing a search committee, heading curricular reform, or organizing community outreach. Is there an unspoken pressure on women to remain in service positions or take on additional labor? How does one say “no”? Having a support network of colleagues or a trusted mentor can help junior women faculty to navigate these uncomfortable waters. This particular part of our “lightning session” will discuss the ways in which shared experience and a support network can alleviate the pressures and expectations of service.