Influence of Climate and Culture on Minority Faculty Retention

Nursing faculty retention is critical, as faculty retention directly impacts educational programs that produce future nurses poised to meet employment demand. The topics of job satisfaction and commitment are of continued interest as researchers examine factors that affect nursing faculty's intent to stay. Thus, this research focused on job satisfaction that potentially impacts the level of affective organizational commitment among nursing faculty. Regression results revealed that the supervisor, promotion, nature of work, and satisfaction with coworkers were positively related to affective organizational commitment, while nursing pay, benefits, and operating conditions revealed no statistically significant results.

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What Goes Around Comes Around: Improving Faculty Retention Through More Effective Mentoring

Journal of Professional Nursing ◽

10.1016/j.profnurs.2007.10.013 ◽

2008 ◽

Vol 24 (6) ◽

pp. 337-346 ◽

Cited By ~ 63

Author(s):

Janne Dunham-Taylor ◽

Cynthia W. Lynn ◽

Patricia Moore ◽

Staci McDaniel ◽

Jane K. Walker

Keyword(s):

Faculty Retention

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Gender and Sexual Minority Faculty Negotiating “A Way of Life”: Friendships and Support Within the Academy

Michel Foucault and Sexualities and Genders in Education ◽

10.1007/978-3-030-31737-9_6 ◽

2019 ◽

pp. 77-90

Author(s):

Sean Robinson

Keyword(s):

Sexual Minority ◽

Minority Faculty ◽

Way Of Life

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Framework for Mentoring East Asian Women Scientists and Engineers

The Ohio Journal of Science ◽

10.18061/ojs.v116i2.5033 ◽

2017 ◽

Vol 116 (2) ◽

pp. 28

Author(s):

Karen Mancl ◽

Katrina Lee

Keyword(s):

East Asian ◽

Women Scientists ◽

Asian Women ◽

Minority Faculty ◽

Mentoring Functions ◽

The Us ◽

Scientists And Engineers ◽

Psychosocial Mentoring ◽

Women Mentors

The goal of this preliminary study was to develop a framework for success in mentoring East Asian women scientists and engineers. Six women participated in 2-hour interviews providing an oral history. Common themes from their interviews revealed they brought some shared experiences from Asia. While science and engineering studies were encouraged, especially for girls, they had little mentoring. Upon coming to the US they found themselves isolated as an Asian and female minority, while feeling family and cultural expectations. The findings of the study suggest a 4-part mentoring framework. 1. Mentors should be assigned. 2. At least 1 mentor should be a woman. 3. Mentors needed understanding of and to be able to discuss work/life balance and 4. Mentors need to work with protégés to help them with mission and goal setting. This research supports findings of other studies that describe mentoring teams working with minority faculty and the importance of women mentors in providing psychosocial mentoring functions. This research uncovered the limited role of East Asian mentors. Not all of the women had mentors from East Asia and some did not feel it was important.

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