Asee peer logo

An Analysis of Female STEM Faculty at Public Two-Year Institutions

Download Paper |


2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Tagged Division

Two Year College Division

Page Count


Page Numbers

22.161.1 - 22.161.10



Permanent URL

Download Count


Request a correction

Paper Authors

author page

David A. Koonce Ohio University


Valerie Martin Conley Ohio University

visit author page

Valerie Martin Conley is director of the Center for Higher Education, associate professor, and coordinator of the Higher Education and Student Affairs program at Ohio University. She is the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions.

visit author page

author page

Dyah A. Hening Ohio University


Cynthia D. Anderson Ohio University

visit author page

Cynthia Anderson is an Associate Professor of Sociology and Director of Graduate Studies at Ohio University. In addition to research on community college faculty, Dr. Anderson has published research on inequality, labor markets, rural communities, and gender.

visit author page

Download Paper |


An Analysis of Female STEM Faculty at Public Two-Year InstitutionsAbstractCompared to four-year institutions, limited research exists on the careers of female facultyteaching STEM at public two-year institutions. Unfortunately, the mission and structure of two-year schools differs greatly from their well-studied counterparts. Thus the explanatory power ofSTEM career success and advancement outcomes of female faculty in the four-year sectorcannot explain how female faculties succeed at public, two-year schools. For example, femaleSTEM faculty hold near parity in the percent achieving the ranks of professor or associateprofessor at public two-year schools, while they are half as likely to rise to those levels at four-year schools.This paper presents a quantitative analysis on career success and employment outcomes inSTEM fields using data from National Study of Postsecondary Faculty (NSOPF), with focus onthe most recent survey in 2003-4. The analysis will cover the hypotheses of the effect of genderon salary, rank, part-time status, highest degree and field of teaching for faculty in two-yearinstitution compare to four-year institution.Prediction models are built on statistical analysis tools provided by the National Center ofEducation Statistics (NCES); DAS and Powerstats. The factors associated with advancement andemployment outcomes are investigated and outcomes are presented. Due differences in STEMdefinition, this paper will also present a clear definition of STEM, using CIP and NSOPF codes.

Koonce, D. A., & Conley, V. M., & Hening, D. A., & Anderson, C. D. (2011, June), An Analysis of Female STEM Faculty at Public Two-Year Institutions Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17442

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015