STRIDE: Career Progression

Kimberly N Frazier, 2011
The author discusses the problem of retention of African American faculty due to tenure and promotion issues. The author outlines obstacles that African American face in the workplace while seeking tenure and promotion in academia. A case example is presented that illuminates how these stressors manifest in the academic setting and recommendations are given on how African American faculty experiencing these obstacles can cope. Suggestions for future research are also discussed. Key words: African American faculty, Black faculty, faculty of color, higher education, mentoring, microaggressions, workplace bullying

Robert Kevin Toutkoushian & Marcia L Bellas, 1999
This study, drawn from data about 14,614 full-time faculty, examines total faculty work hours, research productivity, and allocation of work time among teaching, research, and service. Variation in time expenditures and research output are influenced by gender, race/ethnicity, and family (marital/parental) status, but findings are also sensitive to definitions of total work hours and research productivity. These findings have important implications for how administrators and faculty define productivity and for the status of under-represented groups within the academy.

Berta Vigil Laden & Linda Serra Hagedorn, 2000
This chapter examines the literature on minority faculty and the issues with which they contend from entry through tenure and promotion and into the post‐tenure years.

Keith A Bender & John S Heywood, 2006
The determinants of job satisfaction are estimated for PhD‐level scientists in the United States across academic and nonacademic sectors. In initial estimates, female scientists report lower job satisfaction than males in academia but higher job satisfaction than males in the nonacademic sector. While academic scientists with tenure have substantially greater job satisfaction than nonacademic scientists, we show that the magnitude of this influence varies by gender. After correcting for the lower evaluation placed by females both on earnings and on tenure, female academic scientists actually match nonacademic scientists in reporting greater job satisfaction than men.

Alyssa G Cavazos, 2016
Academia often devalues diverse identities, cultures, and languages through emphasis placed on academic values. To ascertain how established and new Latina/o academics achieved success in academia, the author conducted interviews with ten Latina/o academics; they noted mentoring and multiethnic coursework as influential in their success as academics. The author suggests mentoring practices and multiethnic courses should be receptive and sensitive to the complexities and varieties of cultural and linguistic identities, thereby identifying a balance between recognizing diverse language and cultural practices in academia while avoiding generalizations and assumptions about ethnic groups. The author offers implications for practice and research.

Juanita Johnson-Bailey & Ronald M Cervero, 2004
Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student.

Nadine M. Bean, Lisa Lucas & Lauri L. Hyers, 2014
Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of the mentors and mentees who filled out evaluation surveys, 100% recommend the program to colleagues and the majority felt the program should become part of the culture and expectations at the university. Common themes emerged from content analysis of qualitative data: (a) centrality of relationship; (b) mentoring for planning and prioritizing career goals; (c) acquiring new skills; and (d) time and scheduling challenges.

Bettina M Beech, Jorge Calles-Escandon, Kristen G Hairston, Sarah E Langdon, Brenda A Latham-Sadler, & Ronny A Bell, 2013
Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify "promising practices."

Colleen Flaherty, 2016
Colleges hire more minority and female professors, but most jobs filled are adjunct, not tenure track, study finds.

Audrey W June, 2016
Vague criteria may signal to some faculty members, especially women and minorities, that a promotion to the top is out of their reach. They have national, even international reputations for groundbreaking research and scholarship. They write lauded books, win coveted prizes, draw graduate-student disciples. Their institutions and their disciplines tap them as leaders. They're full professors, the elite class of the professoriate. But the path that scholars must follow to join their ranks is hardly clear-cut, which can make it more difficult for some people -- particularly women and minorities -- to get there.

Sari M. van Anders, 2004
Women are underrepresented in the professoriate compared to men; this study was designed to examine whether systemic barriers associated with parenting discourage women from pursuing academic careers. Data from 468 female and male graduate students were collected through an online questionnaire. More men than women intend to pursue academic careers. Parenting and mobility issues—but not research or teaching issues—were more negatively associated with entering the professoriate for women than for men. However, women were not more interested in having children than men were. Results support the hypothesis that women self-select away from academia in response to perceived systemic barriers related to parenthood. To ensure quality and equity in academia, universities should enact policy that addresses the realities of childbearing and childrearing women.