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1.
Foreign-born women faculty work roles and productivity at research universities in the United States
Ketevan Mamiseishvili 《Higher Education》2010,60(2):139-156
Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women
faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born
counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty
members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated
that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly
outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in
teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point
to further examine foreign-born women faculty socialization into faculty roles and their academic work culture. 相似文献
2.
This study examined work and family factors that differentiate midcareer faculty members who were current from less current faculty with regard to the disciplinary knowledge base. The sample included 97 faculty (69 males, 28 females; 72 English, 25 Engineering) and their spouses. Cluster analyses of the work and family variables identified faculty subgroups within discipline. ANCOVAs showed a significant relationship between the clustered work-family profiles and levels of currency.Family differences: Current faculty and spouses reported spending more time on family-related responsibilities and experiencing greater stress from combined work-family responsibilities. Current Engineering faculty reported less flexibility in reallocating family responsibilities.Work differences: Faculty reported a greater commitment to their careers and to professional development: They reported higher scores on the Inner Work Standards scale; current English faculty read more professional journals and spent more time on research; current Engineering faculty spent more time on research and had more publications. 相似文献
3.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
4.
This paper explores the interface between work and family at different types of institutions from the perspective of women
faculty who are on the tenure track and who are mothers of young children. Such a perspective provides insight into institutional
variation on academic life in general, and for new faculty as mothers in particular. A macro view of the findings points to
two major concerns: time (and lack thereof) and its impact on the “ideal worker” norms that shape what it means to be a good
mother and good professor at different institutional types; and, the idea of “choice” as an illusion. 相似文献
5.
本文对研究型大学专任教师在科研和教学任务均较为繁重情况下的工作满意度进行了探讨。通过对国内A大学367名专任教师进行问卷调查,结果显示:A大学教师满意度水平处于中等略微偏上,在教学、学术交流、工作条件、人际关系方面满意度较高,但在科研、国际化等方面满意度不高;在满意度的各维度上,不同性别、不同科类、不同学历、不同职称教师之间存在显著性差异;此外,A校教师普遍感觉工作压力较大,且学历越高压力越大。这一研究发现对于制定研究型大学管理政策具有相当的参考意义。 相似文献
6.
Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions 总被引：1，自引：0，他引：1
Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624
This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by
comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that
the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood
to change positions within academia. The indications are that women and men are equally committed to their academic careers
in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support,
advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more
convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership,
rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed
in order to attract more women scientists and narrow the current gender gap. 相似文献
7.
Elizabeth R. Drame Sandra Toro Martell Jennifer Mueller Raquel Oxford Debora B. Wisneski Yaoying Xu 《Equity & Excellence in Education》2013,46(4):551-565
This paper represents a series of reflections on collective and individual efforts of diverse women scholars to reconcile alternative views of scholarship within the academy. We document our collective experience with embedding the concept of the “scholarship of engagement” in our practice of research, teaching, and service through a process of collaborative inquiry. In addition, we discuss individual efforts to challenge university colleagues and students (many of whom are teachers in training) to interrogate issues of social justice, diversity, and marginalization in their academic environments. Our experiences provide a critical examination of the supports needed for diverse women faculty who engage in critical dialogues that challenge traditional institutional structures while on the tenure path. 相似文献
8.
Tracy A. Stinchfield Heather Trepal 《International journal for the advancement of counseling》2010,32(2):91-100
Recent research has suggested that children are a hindrance for female faculty members in making tenure, due partially to
reproduction and the quest for tenure timelines being incompatible (Mason and Goulden 2004; Young and Wright 2001). This article presents an emerging profile of 70 counselor educator mothers as they navigate their way through the academic
pipeline towards tenure. Results indicate a significant difference between non-tenured and tenured faculty’s perceptions of
balance between work and family life. Implications for educators and future research are presented. 相似文献
9.
Gender discrimination in academia was examined by means of a climate survey at a research university, which asked faculty about their experiences, observations, and satisfaction within their work environment. Overall, responses indicated that most faculty felt satisfied with key aspects of their environment, and many felt they had experienced, or observed, little or no discrimination. However, among those who did report personally experiencing discrimination, there were consistent gender differences across all areas. Specifically, women were more likely than men to report that they had experienced exclusion by colleagues, inappropriate sexual attention from colleagues or administrators, demeaning or intimidating behaviors from students, colleagues, or administrators, and unfair treatment in processes of hiring, reappointment, promotion, or tenure. 相似文献
10.
Abraham Stefanidis 《Educational studies》2015,41(4):393-413
Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers’ attitudes towards co-teaching responsibilities in Greek mainstream classrooms. In particular, it examines co-teachers’ attitudes with regard to their non-class-time (planning and evaluation) and class-time (instruction and behaviour management) responsibilities for students with and without disabilities. Four hundred co-teachers participated in this survey study. Overall, our findings demonstrate that mainstream education teachers and special education teachers disagree about their respective class-time and non-class-time responsibilities, and that their role influences their attitudes towards these responsibilities. The study concludes that the different attitudes of co-teachers towards their responsibilities could hinder the development of a shared approach in teaching students with and without disabilities in inclusive classrooms.
Union gives strength
Aesop
(ca. 620-564 BC) 相似文献
11.
Shaun L. Gabbidon George E. Higgins Favian Martin 《Journal of Criminal Justice Education》2013,24(2):165-180
This research explored the perceptions of members (N = 454) from two national criminology/criminal justice organizations regarding the significance of book publications and publishing peer‐reviewed journal articles for tenure and promotion. The research revealed the sentiment that journal article publications were perceived to be important publications when it came to promotion to both the associate and full professor ranks. More specifically, white faculty, those employed at research institutions, held a doctorate, and had considerable journal article publications, felt peer‐reviewed articles were important for tenure and promotion. The authors close by arguing that tenure and promotion committees should be open to book publications. 相似文献
12.
This study applies Kalleberg’s framework to better understand the effects of diverse demographic faculty characteristics on
dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic
disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and
that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed
effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings
hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds. 相似文献
13.
Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path. 相似文献
14.
美国大学集体谈判制度的形成与发展 总被引：4，自引：0，他引：4
集体谈判是大学管理当局与教师代表通过协商谈判,雇佣双方达成关于各自应该履行的责任和权利、义务关系等方面的协议.美国大学集体谈判制度产生的主要原因是保障高校教师的经济、职业安全,争取学术自由与终身聘任制等方面的合法权益.美国教师联合会和全国教育协会的积极推动促成了集体谈判制度的建立,美国大学教授协会的认可则是集体谈判制度得以推行的重要影响因素.集体谈判制度在保护高校教师的学术自由与终身聘任制权利方面发挥了十分重要的作用,成为美国高校教师管理中较有特色的一种制度. 相似文献
15.
Women Scientists in Academia: Geographically Constrained to Big Cities, College Clusters, or the Coasts? 总被引：1，自引：0，他引：1
Women scientists in academia have been shown to be less geographically mobile than their male counterparts, a factor that may exacerbate gender inequities in faculty representation, tenure, and salary. This study examines the extent to which the jobs of academic women scientists are disproportionately concentrated in large cities, areas with many colleges and universities, and regions where most doctorates are granted. We also investigate whether jobs in these locations affect salary, tenure, full-time faculty status, and employment outside one's field of training in ways that differ for women and men. Our analysis is guided by arguments that geographic constraints on women's mobility are rooted in social factors, such as gender roles and mate selection patterns. Data are drawn from over 13,000 faculty respondents in the national Survey of Doctoral Recipients, representing 22 science and engineering disciplines and over 1,000 4-year colleges or universities. Regression analysis reveals that, irrespective of their family status, women faculty are more likely than their male counterparts to reside in doctoral production centers, areas with large clusters of colleges, and large cities. Responsibility for children intensifies women's geographic concentration more than marriage does and in ways that differ from men. Geographic concentration also appears generally more harmful to women's careers than to men's. Women in doctoral production centers are less likely to have tenure and more likely to work part time; those in larger cities are more likely to be in jobs off the tenure track. Locales with many colleges appear to present somewhat better career prospects for women. 相似文献
16.
Joyce B. Main 《Research in higher education》2018,59(8):1059-1073
Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering. 相似文献
17.
18.
Laura E. Hirshfield 《Gender and education》2014,26(6):601-617
This paper explores how gender influences the way that faculty members are held accountable to gendered societal expectations related to scientists, faculty members, and leaders. In particular, women faculty members in the sciences, particularly those who lead large research groups, may be at a triple disadvantage: they must act in ways that contradict ideals of femininity in these multiple aspects of their professional lives. The data for this inductive, largely exploratory analysis come from a mixed-methods qualitative study of five chemistry research groups at a research-intensive US university. I find that gendered expectations do impact the way that men and women faculty are evaluated by their students, particularly the way that women faculty are judged. 相似文献
19.
Linda K. Johnsrud 《Higher Education》1995,30(1):17-35
The purpose of this study was to explore the perceptions of Korean academic women regarding their faculty careers within Korean universities. Personal interviews were conducted with thirteen female faculty members as well other informants (administrators, male faculty and graduate students) at three large private universities in the Republic of Korea: Yonsei University, Ewha Women's University and Dankook University. The study focuses on 1) the experience of Western-trained academic women in securing faculty positions in Korean universities, 2) the work load and responsibilities of women faculty within the academy, and 3) the impact of their personal lives and social roles on their professional achievement and satisfaction. Comparisons are drawn between the experiences of these Korean academic women and what we have learned about the experiences of academic women in Western institutions.An earlier version of this paper was presented at the annual meeting of the Comparative and International Education Society, Annapolis. 相似文献
20.
美国大学教授协会(AAUP)与终身教职 总被引：12，自引：0，他引：12
生云龙 《清华大学教育研究》2003,24(1):76-82
本文介绍了终身教职的基本内容，美国大学教授协会(AAUP)对学术自由和终身教职原则的确立与捍卫，对教师获得终身教职后评估的政策调整等。并且指出，虽然对于终身教职的改革势在必行，但AAUP倡导的“重教师发展而非教师责任”、“教师与学校管理者通力协作”等原则是值得借鉴的。 相似文献