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Author: Michael T. Nettles Publisher: Department of Education Office of Educational ISBN: Category : Education Languages : en Pages : 136
Book Description
This report, using data from the 1992-93 National Study of Postsecondary Faculty, examines differences among postsecondary faculty by gender and by race/ethnicity. Comparisons were made on several human capital variables (education/experience) and structural variables (academic discipline/institution type), as well as for faculty outcomes (salary/tenure/rank). A multivariate analysis of factors associated with salary was also conducted. The study found differences between male and female faculty members in salary and rank, with female full-time faculty averaging lower salaries than males. Age, education, and experience also differed by gender, with female full-time faculty having lower educational levels and less experience than male faculty. Differences among racial/ethnic groups were also noted: white faculty generally had higher salaries and were more likely to be tenured and to be full professors than black faculty; and Black, non-Hispanic full-time faculty were less likely than white, non-Hispanic faculty to have higher salaries, tenure, and full professorships. Sections include an introduction, which notes prior research on the determinants of faculty salary, tenure, and rank, and methodology; sections examining representation of faculty by gender and by race/ethnicity; a section on the multivariate analysis; and a conclusion. Appended are technical notes, standard error tables, and additional data. (Contains 44 references.) (CH)
Author: Michael T. Nettles Publisher: Department of Education Office of Educational ISBN: Category : Education Languages : en Pages : 136
Book Description
This report, using data from the 1992-93 National Study of Postsecondary Faculty, examines differences among postsecondary faculty by gender and by race/ethnicity. Comparisons were made on several human capital variables (education/experience) and structural variables (academic discipline/institution type), as well as for faculty outcomes (salary/tenure/rank). A multivariate analysis of factors associated with salary was also conducted. The study found differences between male and female faculty members in salary and rank, with female full-time faculty averaging lower salaries than males. Age, education, and experience also differed by gender, with female full-time faculty having lower educational levels and less experience than male faculty. Differences among racial/ethnic groups were also noted: white faculty generally had higher salaries and were more likely to be tenured and to be full professors than black faculty; and Black, non-Hispanic full-time faculty were less likely than white, non-Hispanic faculty to have higher salaries, tenure, and full professorships. Sections include an introduction, which notes prior research on the determinants of faculty salary, tenure, and rank, and methodology; sections examining representation of faculty by gender and by race/ethnicity; a section on the multivariate analysis; and a conclusion. Appended are technical notes, standard error tables, and additional data. (Contains 44 references.) (CH)
Author: William G. Tierney Publisher: SUNY Press ISBN: 9780791429778 Category : Education Languages : en Pages : 180
Book Description
Articulates salient problems of tenure-track faculty, especially women and faculty of color. Offers a new paradigm to delineate ways in which the academic community can help socialize younger faculty, and honor differences more readily.
Author: Martha Wingard Tack Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 152
Book Description
Given the impending shortage of prospective college faculty that will exist by the year 2000, the topics of faculty job satisfaction, recruitment, and retention must be given priority attention. Moreover, the faculty of the future must reflect the diversity of the population to be served; consequently, immediate actions must be taken to ensure that faculty positions are made attractive to women and minorities alike. Numerous internal stressors uniquely affecting women and minorities must be recognized and dealt with to enhance job satisfaction and create a better fit between the faculty role and the person involved. It has been shown that women faculty members are less satisfied with their positions than their male counterparts because they are often forced to sacrifice more in terms of their personal lives in order to meet the demands of their jobs, as well as their families. As for minority faculty members, they generally find themselves less likely to be tenured compared to whites, are often concerned about lower salaries, feel isolated and less supported, and often encounter prejudice and racism. Leaders and faculty in higher education must implement a variety of recruiting and retention strategies if a faculty representing a diverse culture is to become a reality. Actions include: (1) recruiting women and minorities into undergraduate and graduate programs in sufficient numbers to fill the pool for faculty positions; (2) attracting women into disciplines where they are currently underrepresented; and (3) using incentives for departments to diversify. Contains an index and over 200 references. (GLR).
Author: Bruce S. Cooper Publisher: Routledge ISBN: 1135595577 Category : Education Languages : en Pages : 571
Book Description
Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive Handbook provides a three part framework that helps organize this relatively new and loosely organized field of study. A central theme running through the book is how to harness politics to school equity and improvement. Key features include: Thematic Discussions – detailed discussions of key topics in educational politics are organized by themes and competing perspectives. The overarching themes are 1) the goals of the U.S. political system (justice, equity, opportunity, efficiency and choice); 2) the means and resources for reaching these goals; and 3) the political behaviors and compromises that seek to mitigate ideological differences and conflicts of interest. Research Oriented – in addition to summarizing the latest research connected to key topics, each chapter exemplifies and reports on the methods and techniques for further exploration of these topics. Reform Oriented – throughout the book and especially in the summarizing chapter, authors provide suggestions for improving the political behaviors of key educational groups and individuals: unions, superintendents, politicians, school boards, teachers, and parents.
Author: Michael T. Nettles
Author: Michael T. Nettles
Author: 
Author: United States. Office of Educational Research and Improvement
Author: United States. Office of Educational Research and Improvement
Author: Michael T. Nettles
Author: William G. Tierney
Author: 
Author: Martha Wingard Tack
Author: Bruce S. Cooper
Author: National Center for Education Statistics