The purpose of this study was to understand emotion work experiences of individuals teaching, working or mentoring in Inclusive Postsecondary Education Programs (IPSE) for adult students with intellectual disabilities in higher education. Questions guiding this research were:1. What does emotion work mean to individuals teaching, working or mentoring in an IPSE program?
2. What is the nature of the emotional engagement of faculty and staff when working with IPSE students?
Interviews were conducted with twelve IPSE professionals that worked in a variety of roles within three different Inclusive Postsecondary Education Programs (IPSE) in the United States. Critical incident technique was used to frame interviews asking interviewees to reflect on emotional encounters in IPSE work. The data revealed five major themes. The primary theme that emerged was the importance of learning to navigate and regulate emotion. Interviewees spoke to the need to learn through emotional situations, leverage the strength of their professional team and to navigate tough emotional moments with an understanding that emotion is part of the nature of disability work. Other themes that emerged were IPSE staff’s use of emotion as a motivator, that staff take emotional situations home with them. We learned that emotional labor comes from issues with the boss and bigger problems with the educational, social and government system that surrounds IPSE work. Findings indicated that individuals teaching, working and mentoring in IPSE programs do indeed fit Hochschild’s definition of emotion laborers. Conclusions drawn from the findings were: 1.) learning mediates emotional labor and 2.) emotional labor roles varied based on roles where interviewees worked. Finally this study concluded that; 3.) lower institutional support manifests in higher emotional labor levels of IPSE staff. Future research studies should include a broader spectrum of individuals that work as IPSE Program Directors and university administrators that oversee IPSE work. Further research around the specific emotional tolls burdening IPSE program staff would generate a better understanding of specific stressors in IPSE work and may help higher education administrators take a proactive approach to reducing the burden on staff members, thus increasing employee satisfaction and decreasing turnover.
