The purpose of this case study is to explore how tenured women with children describe their experiences; to discuss what institutional structures and policies they identify as influencing their advancement; and to see what they identify as the benefits, rewards, challenges, and/or sacrifices related to having tenure. Ultimately, a collection of sensitizing themes and descriptions emerged. The intent was to better describe the specific experiences of women using an adult education theory that has a core emphasis on personal wellbeing and theoretical parameters for successful work-life negotiations. The journey for mothers who seek tenure is an arduous one. The benefits, rewards, challenges and sacrifices are multidimensional and have complex implications for the lived experiences described it his study. The word balance may not accurately describe the association between the roles a mother-scholar plays. The mothers in this study described negotiation between responsibilities and deadlines and the integration of work at home as well as the integration of home at work in such a way that the two sides were inseparable. Acclimating to the fact that the role of mother and scholar are inseparable suggests theoretical movement toward a position that values the merit of the transformational learning that occurs as a result of motherhood as a positive occurrence. / Dept. of Educational Studies

This study has presented an overview of the roles that African American female professors take on while a part of the public relations academy. The evidence suggests that African American female professors take on a dual role as professors and professionals while they are teaching at their respected colleges and universities. The professors perceived that they added value to their public relations departments and also that they played a significant in the development of future public relations professionals. / Department of Journalism

Despite progress made over the past decade, women in medicine are underrepresented in advanced academic leadership positions. This qualitative case study explored the perceptions of full-time women faculty at one large urban academic medical center regarding leadership trajectories within academic medicine, comparing those who are and those who are not in institutionally-defined leadership roles. The purpose of the research was to explore participants’ perceptions of the characteristics of effective leadership, how they view their own leadership potential, what motivates them to (or not to) seek leadership positions, what facilitators and challenges they may face in seeking such positions, what rewards and sacrifices they may have experienced on their career paths, and how and what they learned in the process. In-depth, semi-structured interviews were conducted with 27 full-time women faculty members of one large urban academic medical center. The participants were recruited based on leadership positions, years in practice and specialties. Several key findings emerged from the interviews. First, all participants described interpersonal skills as important elements of effective leadership in academic medicine. Second, women described gender biases in the workplace as challenges on their career paths. Also, work-life balance and the unique demands placed on working mothers were discussed. Third, mentoring relationships were perceived as facilitators of career advancement. Also, a majority of participants described having an interest in and self-efficacy toward leadership. Fourth, women described focusing their learning on acquiring organizational and administrative skills, through a combination of informal and formal learning. Most of the learning described was incidental and unplanned. Experiences were important for the incremental development of leadership proficiency. Women engaged in reflection to improve performance and to evaluate self. The benefits of engaging in communities of practice were described.

The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank.

How do teachers affect students’ academic and labor market outcomes? Research into teacher quality has been thoroughly scrutinized for the K-12 sector, while there is a requirement for examining these questions at post-secondary education level. In the past few decades, several important trends of faculty employment among higher education institutions have emerged. First, faculty employment in higher education in the United States has gradually transformed from a bifurcated system based on tenure status into a trifurcated system, constituting three types of faculty: those which are tenure eligible, fulltime but not tenure eligible, and part-time faculty. Second, due to aging of the American professoriate, particularly those faculty members hired in the 1960s and 1970s, colleges and universities have been recruiting more diverse candidates, such as female faculty, to fill positions. My dissertation examines the implications behind these two important trends. In the first chapter, I provide a detailed portrait of non-tenure-track faculty in terms of their demographic information, personal attributes, and employment trajectory across institutional sectors and academic subjects. Based on unique datasets linking college administrative information on student transcripts to Unemployment Insurance (UI) data on faculty employment history, I find that there is significant variation in individual characteristics and employment patterns across non-tenure-track faculty who were hired through different types of contracts with the colleges. In the second chapter (co-authored with Di Xu), we examine the impact of non-tenure track faculty by types of employment on students’ academic outcomes in two- and four-year colleges using a two-way fixed effects model and an instrumental variable approach. We also analyze how the estimated effects on student outcomes can be explained by observable instructor characteristics and employment features. We find that non-tenure track faculty have positive impacts on current course grades but negative impacts on subsequent course outcomes. These negative impacts are stronger for non-tenure track faculty hired through temporary appointments than those hired with long-term contracts, which can be explained partly by observable instructor characteristics. In the third chapter, I document the existence of long-term effects of faculty gender on female students’ occupational choices, likelihood of employment, and earnings six years after the initial term of college enrollment, based on a novel dataset that links college administrative data with Unemployment Insurance (UI) records from a state college system for both public two- and four-year colleges. To minimize bias from student systematic sorting by the gender of instructors, I use an instrumental variable (IV) approach which exploits term-by-term variations in total course enrollments with female faculty in each college-department, after controlling for fixed effects of the course set students took during the first term. I find that female students in four-year colleges who take more course credits with female faculty in their initial semester are more likely to be employed overall, be employed in industries with more Science, Technology, Engineering, and Math occupations (STEM), and have higher annual earnings six years after; no effect is detected in two-year colleges.

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 179-186).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 179-186).

This thesis explores the experiences of Canadian academic women in terms of location, space and voice. Within this qualitative study, the spaces of and for women within the university are examined by way of women's subjective experiences of 'value' and 'being valued'. Differences in experiences between women based on age, colour, tenure and academic rank are described through the voices of thirty academic women. The study argues that the "illusionary practices of equity" operating within the university milieu, exacerbate the tensions inherent in contradictory subject locations that women occupy within academe. The struggles of representation and identity within these contested spaces raise the challenges of whose voice will have space within the privileged locations of higher learning.

Thesis (Ph. D.)--University of Washington, 1993. / Vita. Includes bibliographical references (leaves [133]-138).

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.