June 26, 2011
June 26, 2011
June 29, 2011
Two Year College Division
22.161.1 - 22.161.10
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
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