Sanchez-Pena, M. L., & Tenzek, K. (2022, March), The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty  Paper presented at 2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York. 10.18260/1-2--45423

\bibitem{asee_peer_45423}
  Sanchez-Pena, M. L., \& Tenzek, K. (2022, March), \emph{The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty}
  Paper presented at 2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York.
  10.18260/1-2--45423

Matilde Luz Sanchez-Pena and Kelly Tenzek.  "The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty".  2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York, 2022, March.  ASEE Conferences, 2022.  https://peer.asee.org/45423 Internet.  22 Feb, 2025

\bibitem{asee_peer_45423}
  Matilde Luz Sanchez-Pena and Kelly Tenzek.
  "The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty".
  \emph{2022 ASEE St. Lawrence Section Annual Conference, Syracuse University, New York, 2022, March}.
  ASEE Conferences, 2022.
  https://peer.asee.org/45423 Internet.  22 Feb, 2025

@INPROCEEDINGS{asee_peer_45423
author = "Matilde Luz Sanchez-Pena and Kelly Tenzek"
title = "The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty"
booktitle = "2022 ASEE St. Lawrence Section Annual Conference"
year = "2022"
month = "March"
address = "Syracuse University, New York"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45423}
number = {10.18260/1-2--45423}
}

TY  - CPAPER
AB  - While institutions of higher education in the U.S. are implementing strategies to address the mental health crisis of undergraduate and graduate students, the needs and beliefs of other institutional actors tend to be overlooked. To promote sustainable changes in academic cultures, however, we need to explore the views held by several key players of academic spaces—for example, faculty, who interact first-hand with students and whose perceptions and philosophies can propagate professional beliefs that our graduates reproduce. Many of those beliefs are also influenced by the representation and reproduction of stereotypes of professions that are promoted through popular media, and in particular, those for STEM professions. Furthermore, faculty roles are traditionally demanding, challenging the ability of faculty to procure their wellbeing. With the pandemic adding to those challenges, it is not surprising that faculty wellbeing can directly impact students’ experiences and views of an academic field. 
This work aims to explore the representations of college faculty in popular media under the framework of the eight dimensions of wellness for educators. Our research question was: how is faculty wellbeing portrayed by media? We also explored if there were any differences in such representation for STEM faculty when compared to non-STEM faculty. Using data from movies and TV series, we conducted a content analysis on the eight wellness dimensions. Our results showed that in general movies showcased negative portrayals of physical, emotional, occupational, and financial wellbeing of faculty while slightly positive representations of their environmental and intellectual wellbeing. When comparing the general distribution against the instances specific to STEM fields, STEM fields contributed with the total of negative portrayals of physical, social, and financial wellbeing. These results are expected to contribute to ongoing valuable conversations about faculty wellbeing in U.S. higher education.

AU  - Matilde Luz Sanchez-Pena
AU  - Kelly Tenzek
CY  - Syracuse University, New York
DA  - 2022/03/25
PB  - ASEE Conferences
TI  - The portrayal of faculty wellbeing in popular media: a comparison of STEM vs non-STEM faculty
UR  - https://peer.asee.org/45423
DO  - 10.18260/1-2--45423
ER  -