ABSTRACT Gender differences in academia are well-known. Women publish less, achieve higher positions less frequently, and have more interrupted careers. Mothers, more than fathers or childless men and women, suffer these disadvantages. Women academics have to deal with the work-family conflict, the participation in both work and family roles are incompatibly demanding. The closure of childcare services and the impossibility to benefit from informal care (mainly via grandparents) made the pandemic a potential accelerator of these drawbacks for academic mothers. Academic work is basically incompatible with the everyday care of children. Analyzing in-depth interviews, in this article we show how mothers of young children had to reorganize their job priorities during the Covid-19 global pandemic. Moreover, we describe the perceived effects of the pandemic on their future career. We showed that the pandemic changed the priorities of academic mothers in a direction that is unfavorable to their careers: mothers devoted most of their time to teaching duties and stopped research. Moreover, they felt an increased gap in their relative competitiveness with male and childless colleagues.

ABSTRACT Recent research into educational inequalities has shown the importance of decomposing social origins into parental class, status and education, representing economic, socio-cultural and educational family resources, respectively. But we know little about how inequalities in educational attainment at the micro-level map onto institutional characteristics of educational systems at the macro-level, if we treat social origins in a multidimensional way. Drawing on the rich over-time variation in educational systems in four European countries – Britain, Sweden, Germany and Italy – this paper develops and tests a number of hypotheses regarding the effects of various components of social origins on individuals’ educational attainment in different institutional contexts. It is evident from our results that a great deal of similarity exists across nations with different educational systems in the persisting importance for individuals’ educational attainment of parental class, status and education. But our findings also indicate that changes in the institutional features of educational systems have, in some instances although not in others, served to reinforce or to offset the social processes generating educational inequalities at the micro level.