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Satisfaction of Female Faculty at Two-Year Schools

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

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

Tagged Division

Two Year College Division

Page Count

10

Page Numbers

22.1271.1 - 22.1271.10

DOI

10.18260/1-2--18944

Permanent URL

https://peer.asee.org/18944

Download Count

45

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Paper Authors

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David A. Koonce Ohio University

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Cynthia D. Anderson Ohio University

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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.

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Valerie Martin Conley Ohio University

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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.

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Christine Mattley Ohio University

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Abstract

Satisfaction of Female Faculty at Two-Year SchoolsPublic two-year colleges contribute to the nation’s STEM capacity by providing anacademic underpinning for baccalaureate degree attainment, educating a skilled math andscience workforce and supporting local economic development. Their female facultyrepresent a vital national resource, particularly in STEM fields, where they often serve asrole models and mentors for female students. Yet this population continues to beunderstudied. By providing explicit attention to circumstances of female faculty in STEMat community colleges, our research fills an important gap in the literature. Our researchincludes both quantitative and qualitative data analysis. Quantitative models point tosimilarities between male and female STEM faculty in, e.g., pay, satisfaction, occupationalcomposition and promotion; qualitative analysis of interview data supports this claim andindicates considerable career satisfaction among many female faculty. However, analysisof interviewees’ experiences suggests a complex interplay of influencing factors includingcareer interests, career paths, gender bias, and gendered institutional policies and structures.This paper offers an in-depth examination of the paths that women take towardemployment in STEM at community colleges as well as identification of factors thatfacilitate and hinder advancement of women in STEM at community colleges.

Koonce, D. A., & Anderson, C. D., & Conley, V. M., & Mattley, C. (2011, June), Satisfaction of Female Faculty at Two-Year Schools Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18944

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