The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors

2019 ◽  
Vol 121 (5) ◽  
pp. 1-28
Author(s):  
Amanda M. Kulp ◽  
Lisa E. Wolf-Wendel ◽  
Daryl G. Smith
Keyword(s):  
Research Question ◽  
The United States ◽  
Associate Professor ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Full Professor ◽  
National Study ◽  
Institutional Characteristics ◽  
Full Time ◽  
Underrepresented Minority

Background/Context The research on promotion to full professor is sparse. Research that does exist has largely emerged from single campuses and studies conducted through disciplinary associations. Extant studies strongly suggest the presence of equity issues in advancement throughout the academic pipeline. Our study uses cross-institutional results to offer analysis of and potential solutions for the problem. Purpose/Objective/Research Question We explore the extent to which tenured faculty members at four-year postsecondary institutions are clear about their prospects of being promoted to full professor and how their background characteristics, institutional characteristics, and satisfaction with various aspects of academic work predict their perceptions of promotion clarity. We are focused on whether cultural taxation in the form of heavy service and advis-ing—often associated with underrepresented minority faculty and women faculty—is a factor. We examine the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. Lastly, we focus on the structural elements of the academy to frame the topic, rather than focusing on individual agency. Population/Participants/Subjects This study uses data from the Collaborative on Academic Careers in Higher Education (COACHE) survey, a large, national study of postsecondary faculty. Our sample consists of 3,246 individuals who held full-time, tenured positions as associate professor at four-year institutions when they responded to the surveys between 2010 and 2012. The sample was roughly divided between males (54%) and females (46%), and most faculty were employed at research institutions (59%). The sample was predominantly White (82%). The characteristics of the associate professors in the sample are representative of the larger U.S. faculty population at the time of the survey. Research Design This quantitative study uses descriptive statistics to examine patterns in promotion clarity across various demographic and institutional characteristics. We examine how satisfaction variables intersect with perceptions of promotion clarity for associate professors. Then we conduct a series of linear regression analyses to explore the influence of predictors on associate professors’ sense of clarity about promotion. Conclusions/Recommendations Being unclear about expectations of promotion to full professor is clearly of concern to faculty members at four-year universities in the United States, but it is especially of concern to women. Satisfaction with service is a very important variable in predicting perceptions of promotion clarity. For all associate professors, working at certain types of institutions or in particular academic disciplines had an inverse relationship with promotion clarity. The factors associated with lack of clarity about promotion are more structural than individual.

Abstract 30: Sex Differences in Faculty Rank Among Academic Vascular Neurologists in the United States

Stroke ◽  
2021 ◽  
Vol 52 (Suppl_1) ◽  
Author(s):  
Lindsay A Bliss ◽  
Carol A Vitellas ◽  
Nayanika Challa ◽  
Vivien H Lee
Keyword(s):  
United States ◽  
Assistant Professor ◽  
The United States ◽  
Associate Professor ◽  
Academic Medical Centers ◽  
Full Professor ◽  
Academic Rank ◽  
Faculty Rank ◽  
Medical Centers ◽  
Academic Medical

Introduction: The lower proportion of women at the rank of full professor compared to men has been documented in nearly all specialties. Women are under-represented in academic stroke neurology, but there is limited data. Methods: We reviewed all 160 U.S. medical schools and the associated medical centers for vascular neurologists. An internet search of stroke team websites and neurology department websites was performed from August 1, 2020 to August 25, 2020. We included 117 academic medical centers that had at least 1 vascular neurologist on faculty. We included vascular neurology ABPN certified or board eligible (fellowship-trained) neurologists. Data was collected on sex, academic rank, and American Board of Psychiatry and Neurology (ABPN) certification status. ABPN board certification status was verified on the ABPN verify CERT website. Social medical women’s neurology groups were also queried for names of women full professor to cross check. Results: Among 540 academic ABPN vascular neurologists, 182 (33.8%) were women and 358 (66.3%) were men. Among academic ranks, women made up 108/269 (40.1%) of Assistant professors, 49/137 (35.8%) of Associate professors, and 25/134 (18.8%) of full professors. Twenty two academic centers had vascular neurology female professors on faculty, compared to 70 academic centers with male full professors on faculty. Twenty nine academic centers had multiple male professors on faculty compared to only 3 centers with multiple female full professors. Among women, 108 (59.3%) were assistant professor, 49 (26.7%) were associate professor, 25 (13.7%) were full professor. Among men, 161 (45.0%) were assistant professor, 88 (24.6%) were associate professor, and 109 (30.5%) were professor. There was a significant difference between academic rank based upon sex (p <0.0001). Conclusion: Among academic medical centers in the United States, significant sex differences were observed in academic faculty rank for ABPN vascular neurologists, with women less likely than men to be full professors. Further study is warranted to address the gender gap in the field of stroke.

Mexican American Faculty in Research Universities: Can the Next Generation Beat the Odds?

2017 ◽  
Vol 3 (4) ◽  
pp. 458-473 ◽  
Author(s):  
Ruth Enid Zambrana ◽  
Brianne A. Dávila ◽  
Michelle M. Espino ◽  
Lisa M. Lapeyrouse ◽  
R. Burciaga Valdez ◽  
...  
Keyword(s):  
Social Capital ◽  
Research Universities ◽  
Mexican Americans ◽  
Mexican American ◽  
Maternal Education ◽  
Educational Aspirations ◽  
Implicit Bias ◽  
The United States ◽  
National Study ◽  
Underrepresented Minority

Mexican Americans represent the largest Latina/o subpopulation and have the lowest levels of educational attainment in the United States. Mexican Americans are underrepresented in all professional fields, including academia, and thus warrant attention. The purposes of this study are to describe the experiences of early and mid-career Mexican American faculty, emphasizing key sources of inspiration, support, and mentoring, perceived discrimination, and their coping responses; assess the ways in which these factors influence their careers; and examine differences by gender and maternal education. Mixed methods were used to obtain information from 133 Mexican American faculty who participated in a larger national study of underrepresented minority (URM) faculty at research universities. Five major findings emerged: (1) early life course support sustained and encouraged educational aspirations, (2) mentorship from significant others provided valuable advice in developing social capital throughout higher education and early faculty experiences, (3) female respondents were more likely to report inadequate mentoring and higher levels of distress due to recurrent experiences of racially gendered discrimination, (4) strategies of resistance reveal high levels of emotional labor as respondents deconstruct the hidden curriculum to perform effectively in environments that are imbued with implicit bias, and (5) maternal education contributed to improved mentoring experiences and active resistance strategies. The findings suggest that expanding social capital–driven strategies and increasing understanding of persistent anti-Mexican social policy that leads to misidentification and implicit bias are key in retention and professional success for Mexican American faculty.

scholarly journals Prof. Aleksandar Josifovich Ignjatovski, Founder and First Director of the Clinic for Internal Medicine and the First Head of the Department of Internal Medicine at the Faculty of Medicine in Skopje, R. Macedonia

PRILOZI ◽  
2019 ◽  
Vol 40 (2) ◽  
pp. 119-131
Author(s):  
Momir Polenakovic ◽  
Doncho Donev
Keyword(s):  
Internal Medicine ◽  
Assistant Professor ◽  
Associate Professor ◽  
Blood Cholesterol ◽  
Full Professor ◽  
Symptomatic Therapy ◽  
Full Time ◽  
History Of ◽  
Clinician Teacher ◽  
Internal Medicine Clinic

Abstract Aleksandar J. Ignjatovski was born in the Smolensk Region, Russia, on 18.03.1875. He graduated from the Faculty of Medicine in St. Petersburg in 1899 where he started specialization in internal medicine and continued in Berlin, Heidelberg, Munich and Paris. In 1905 he was elected assistant professor in St. Petersburg, continued as an associate professor in Odessa in 1908 and a full-time professor in 1912 in Warsaw. During the October Revolution, he was the Head of the Internal Clinic in Rostov, and in 1920 he emigrated to Belgrade. In 1922 he was appointed full professor and Director of the First Internal Clinic at the Faculty of Medicine in Belgrade, which he established, developed and managed until his retirement in 1946. In 1948 he moved to Skopje as a full professor and first Director of the Internal Clinic at the Faculty of Medicine in Skopje. He studied the pathogenesis of arteriosclerosis and first proved it experimentally, and published a paper in 1908, indicating that it was associated with higher blood cholesterol level. He also dealt with immunobiology and infectious diseases, in particular tuberculosis and tetanus. Prof. A. Ignjatovski was an excellent clinician, teacher and scientist, who published over 80 papers. His most important textbooks are “Clinical Semiotics and Symptomatic Therapy”, in two editions, in Russian (1919) and in Serbian (1929-37), and “The Basics of Internal Propedeutics” in three volumes, published in Skopje in 1952, 1954 and 1963. The work of Prof. A. Ignjatovski, as a leading clinician and a great teacher and scientist, is embedded in the development of internal medicine, and medicine in general, in Russia, Serbia and Macedonia. The bright memorial of the founder and first director of the Internal Medicine Clinic and the first Head of the Department of Internal Medicine at the Faculty of Medicine in Skopje has been permanently incorporated in the history of medicine in R. Macedonia. Prof. A. Ignjatovski died on 18.08.1955.

Women in Pediatric Academia

PEDIATRICS ◽  
1983 ◽  
Vol 71 (4) ◽  
pp. 693-698
Keyword(s):  
United States ◽  
Medical Schools ◽  
The United States ◽  
Women Faculty ◽  
Faculty Members ◽  
Women Physicians ◽  
Full Time ◽  
Senior Faculty ◽  
Faculty Appointment ◽  
Faculty Positions

Over the past decade, the number of women medical students in this country has risen substantially; however, there has not been a parallel rise in the proportion of women faculty members with MD degrees. In 1967 to 1968 women comprised 13.3% of the 17,801 full-time faculty at medical schools in the United States; only 8.9% of these women faculty members had MD degrees. Ten year later in 1977 to 1978, women were 15.2% of the 41,161 full-time medical school faculty with only 10.5% of the women with MD degrees (Table 1). The largest number of female faculty members was found in the following departments: physical medicine, pediatrics, public health, anesthesiology, and psychiatry. The smallest number of women faculty members was found in surgery and orthopedic surgery.1 A national statistical survey by Farrell et al2 from catalogs from 102 medical schools in the United States provides the first comprehensive report of the extent and pattern of underuse of women physicians in medical academia. In this study, women were found to be clustered in the untenured, and/or lower faculty positions. Witte et al,3 in a report of women physicians in the US medical schools in 1976 found that women professors comprised only 2.9% and associate professors 4.4% of the tenured and/or senior faculty positions. Even in the field of pediatrics, where there are a larger number of women faculty, only 11.7% held a tenured faculty appointment. The status and problems of women in medicine and women in academia have been the subject of several recent reports.4-8

scholarly journals “Raced” Organizations and the Academic Success of Underrepresented Minority Faculty Members in Sociology

2018 ◽  
Vol 5 (2) ◽  
pp. 261-277 ◽  
Author(s):  
Roberta Spalter-Roth ◽  
Jean H. Shin ◽  
Jason A. Smith ◽  
Amber C. Kalb ◽  
Kyle K. Moore ◽  
...  
Keyword(s):  
Academic Success ◽  
White Male ◽  
Well Being ◽  
Associate Professor ◽  
Faculty Members ◽  
Minority Faculty ◽  
Underrepresented Minority ◽  
Historically White ◽  
Publish Or Perish ◽  
Hispanic Serving

The purpose of this research is to determine whether participating in “raced” organizations benefits underrepresented minority (URM) faculty members in their quest for tenure and promotion to associate professor of sociology. Raced organizations such as historically black colleges and universities began as segregated institutions because black students and faculty members were prevented from attending or working at white-dominated institutions. Over time, raced organizations developed within the white-dominated institutions and were often created in opposition to white or “mainstream” sociology. Latina/o organizations (including Hispanic-serving institutions) started years after organizations for black scholars and have followed a similar pattern and purpose. Although historically white institutions no longer legally segregate URM organizations and activities, these organizations and activities often remain marginalized and devalued. The authors examine the relationship of participating in such organizations in contrast to publishing in peer-reviewed journals for climbing the academic ladder at research-extensive and other institutions. The authors find that there is a significant relationship between publishing and being promoted. URM faculty members must follow the “publish or perish” model, following historically white male norms for an “ideal” career in the academic world. The work of black and Latina/o sociologists still appears to be marginalized. Only one type of raced organization or activity, belonging to a URM-oriented section of the American Sociological Association, is significantly related to upward mobility at either research-extensive or non-research-extensive institutions. The authors conclude with a series of policy recommendations for increasing the academic status and well-being of URM faculty members.

scholarly journals Western Faculty Members' Cross-Border Lived Experiences

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Xin Bu ◽  
Bill McCaw ◽  
Patty Kero
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
The United States ◽  
Faculty Members ◽  
Central Research ◽  
Face To Face ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
Level Method

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture

scholarly journals A Qualitative Exploration of Connectedness During COVID-19: Faculty Perceptions Toward Communication, Collaboration, and a Sense of Community While Teleworking

2020 ◽  
Vol 3 (4) ◽  
pp. p83
Author(s):  
Cammy D. Romanuck Murphy
Keyword(s):  
Sense Of Community ◽  
Faculty Perceptions ◽  
The United States ◽  
Faculty Members ◽  
Full Time ◽  
Face To Face ◽  
Qualitative Phenomenology ◽  
Qualitative Exploration ◽  
And Training ◽  
Time Faculty

The transition from face-to-face education to a primarily teleworking atmosphere following the Spring 2020 onset of COVID-19 left many faculty members floundering, struggling to effectively utilize online learning and communication platforms; to feel connected; and to continue accessing collaboration and professional development opportunities. This qualitative phenomenology study is one of the first in-depth qualitative reviews to explore faculty’s perceptions toward connectedness since teleworking as a result of the COVID-19 pandemic. This study was conducted during the Spring and Summer semesters of 2020, when the initial spread of COVID-19 occurred, forcing professionals and students alike to stay home to learn and work. The participants in this study included 11 full-time faculty from two universities in the United States who taught primarily face-to-face classes prior to COVID-19 and began teleworking as a result of the pandemic. The findings suggested faculty faced a slew of challenges related to communication, collaboration, and a sense of community while teleworking as a result of COVID-19, including ineffective communication, technology and access challenges, a lack of time and training, and feelings of disconnect. Participants also outlined strategies they believed to be effective to support connectedness while teleworking, such as video conferencing, regular communication, and enhanced collaboration opportunities. Given the volatile nature of COVID-19 and its implications for higher education institutions, it is highly likely that issues relating to connectedness while teleworking will remain relevant for the foreseeable future. Faculty and postsecondary administrators may use the findings from this study to guide discussions about whether their efforts to enhance overall perceptions of connectedness and faculty satisfaction have been successful, or whether efforts need to be revisited, revised, or enhanced.

scholarly journals Predicting Rank Attainment in Political Science: What Else Besides Publications Affects Promotion?

2012 ◽  
Vol 45 (03) ◽  
pp. 475-492 ◽  
Author(s):  
Vicki L. Hesli ◽  
Jae Mook Lee ◽  
Sara McLaughlin Mitchell
Keyword(s):  
United States ◽  
International Relations ◽  
Political Science ◽  
The United States ◽  
Public Affairs ◽  
Faculty Members ◽  
Full Professor ◽  
Academic Rank ◽  
Background Characteristics

AbstractWe report the results of hypotheses tests about the effects of several measures of research, teaching, and service on the likelihood of achieving the ranks of associate and full professor. In conducting these tests, we control for institutional and individual background characteristics. We focus our tests on the link between productivity and academic rank and explore whether this relationship reveals a gender dimension. The analyses are based on an APSA-sponsored survey of all faculty members in departments of political science (government, public affairs, and international relations) in the United States.

scholarly journals Faculty Agency in Applying for Promotion to Professor

10.28945/3664 ◽  
2017 ◽  
Vol 2 ◽  
pp. 059-075 ◽  
Author(s):  
Susan K. Gardner ◽  
Amy Blackstone
Keyword(s):  
Qualitative Interviews ◽  
The United States ◽  
Faculty Members ◽  
Full Professor ◽  
Institutional Setting ◽  
Application Process ◽  
The Social ◽  
The U.S ◽  
Do So

Aim/Purpose: In the United States, faculty who wish to pursue promotion to the rank of professor do so without clear guidance or structure. Even the timing of such a process is nebulous. As such, an individual engages in agentic action to pursue the rank. Background: This study examined the experiences of faculty members who chose to pursue the application process to be promoted to professor but were rejected or dissuaded. Methodology: Utilizing a case study of one institutional setting, we conducted 10 in-depth qualitative interviews. Contribution: Very little is known about the process of promotion to full professor in the U.S. and even less empirical research exists. This study advances knowledge of the process and the experiences of those undertaking it. Findings: We learned that cues from the social context greatly influenced these faculty members’ sense of agency.

A Descriptive Study of Transplant Coordinator Job Satisfaction

2021 ◽  
pp. 152692482110246
Author(s):  
Stacee M. Lerret ◽  
Gail Stendahl ◽  
Susan Alexander ◽  
Amanda Pendegraft ◽  
Haley Hoy
Keyword(s):  
Job Satisfaction ◽  
Career Development ◽  
Research Question ◽  
Hospital Setting ◽  
The United States ◽  
Full Time ◽  
Female Population ◽  
Substantial Growth ◽  
Study Participants ◽  
Personal Fulfillment

Introduction: Substantial growth in the field of transplantation in recent years has increased the need for transplant coordinators. The growing need for these highly skilled clinicians warrants a review of characteristics that increase job satisfaction, an important consideration for transplant centers. Research question: The study described transplant coordinators’ perceptions of job satisfaction in their current positions. Design: This study evaluated transplant coordinator job satisfaction conducted on 3 separate occasions at US geographically diverse sites. Two instruments, the Vermont Nurses: Job Analysis and Retention Survey and an investigator-designed role and demographic survey, were used to capture study participants’ attitudes regarding elements of job satisfaction, design, and involvement. Results: Demographic characteristics of study participants (N = 133) reveal a largely female population (n = 113, 85%) employed full time (n = 124, 93%) in a hospital setting (n = 106, 80%). Scores for items related to job satisfaction, design, and involvement were generally positive. Participants reported being less satisfied for characteristics including promotion opportunities, fringe benefits, and attention to career development provided by employers. Conclusion: As annual rates of transplants continue to increase across the United States, the need for growing and retaining talented staff in transplant care settings is even more critical. Results of the study suggest that while transplant coordinators remain largely satisfied with the challenges and personal fulfillment associated with their positions, opportunities for professional development may improve retention and recruitment. Specifically, supporting career development and providing formalized evaluation and supervision were identified as areas of improvement within this specialized group of clinicians.

Sign in / Sign up

Export Citation Format

Share Document