Gender differences in faculty attrition in the USA

Deutsch, Francine M.; Yao, Beier

doi:10.1080/13668803.2014.885880

Cited by 47 publications

(40 citation statements)

References 39 publications

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“…Several non‐modifiable factors were assessed in the current study, including individual demographics and teaching factors. The current study identified younger age (univariate) and female gender (multivariate) as being related to higher intention of leaving the profession, which has been shown in other studies to relate to attrition in a teaching population (Amos, ; Arnold & Feldman, ; Deutsch & Yao, ; Shen, ). Regarding method of certification, teachers who follow the traditional method tend to have degrees in education.…”

Section: Discussionsupporting

confidence: 75%

“…There are inconsistent findings regarding gender and ethnicity. Multiple attrition studies have indicated that women have a higher likelihood to quit (Amos, ; Deutsch & Yao, ), while others find no gender differences (Billingsley & Cross, ; Boe et al, ). When ethnicity is assessed, some studies indicate no differences (Boe et al, ; Keigher & Cross, ), while others find Caucasians to have higher attrition rates (Billingsley, ; Shen, ).…”

Section: Introductionmentioning

confidence: 99%

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Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers

Mack

Johnson

Jones‐Rincon

et al. 2019

J Appl Biobehavioral Res

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Purpose: Utilizing data from an online comprehensive occupational health survey, this study aimed to systematically evaluate the factors most strongly associated with intent-to-quit the profession for public school teachers.Methods: A total of 2,588 teachers from 46 Texas school districts responded to a comprehensive occupational health survey. Univariate and multivariate analyses were conducted to identify specific demographic, occupational, and health factors associated with intentions to quit the teaching profession within 1 year.Results: Teachers with fewer years' experience and alternative certificates were more likely to quit the profession.Teachers with lower organizational commitment, lower job involvement, lower perceived support, lower job control, poorer school climate, and more school problems indicated higher likelihood of leaving the profession. Poorer mental quality of life, higher levels of stress, and the presence of major depression, panic disorder, anxiety disorder, and somatization disorder were significantly related to higher intentions to quit (all ps < 0.05). The key factors related to intent-to-quit to be low organizational commitment, low job control, female gender, and the presence of major depressive disorder.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers

Mack

Johnson

Jones‐Rincon

et al. 2019

J Appl Biobehavioral Res

View full text Add to dashboard Cite

show abstract

“…What is more, women more than men contend with gender-related modesty and communal norms that dictate expectations to avoid negotiations that would further their own interests, instead placing others’ needs and resources first (West et al 2013 ). These issues, combined with factors external to the institution, such as the strong likelihood that women share a disproportionate ratio of domestic and caregiving duties and may not have strong social support for their careers (e.g., Deutsch and Yao 2014 ), unduly affect women's grant-writing productivity and grant success. Changes in university policy, practice, structure, and culture are required to abet women faculty in writing successful grant proposals (Easterly and Pemberton 2008 , Xu 2008 ).…”

mentioning

confidence: 99%

Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM

Smith¹,

Stoop²,

Young³

et al. 2017

BioScience

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Broadening the participation of women in science, technology, engineering, and mathematical (STEM) fields is more than a social-justice issue; diversity is paramount to a thriving national research agenda. However, women face several obstacles to fully actualizing their research potential. Enhancing the research capacity and opportunity of women faculty requires purposeful changes in university practice. Therefore, we designed an intervention, a grant-writing bootcamp informed by self-determination theory (Deci and Ryan 2012), to support the participants’ feelings of relatedness, autonomy, and competence. Three grant-writing bootcamps were run over an 18-month period. Using a pre- and post-test design over the span of 1 year (and contrasting results with a comparison sample who were not part of the intervention) showed that the women participating in the grant-writing bootcamp significantly increased the number of external grants submitted, the number of proposals led as principal investigator, the number of external grants awarded, and the amount of external funding dollars awarded.

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“…There is also little evidence of engagement with ideas or concepts from the ‘spatial’ or ‘mobile turns’, even in more recent writing. Instead, of the 35 empirical studies identified, most focus on a narrow range of ERM (notably, telework or commuting), while a few examine mobility or space as one of many of ‘explanatory variables’ (for example, influence of geographical location, amongst other variables, on job attrition and WFC, as in Deutsch and Yao, 2014). There is also a strong emphasis on elite occupations, especially managers and professionals, as has been noted by others (Greenhaus, 2008; Williams et al, 2016), rather than on a broader occupational range that might shed light on new types of ERM.…”

Section: Examining and Rethinking Work–family Scholarship Through Thementioning

confidence: 99%

Beyond time-binds: Rethinking work–family dynamics for a mobile world

Hughes

Silver

2019

Human Relations

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Contemporary work is increasingly mobile, sparking new challenges for scholars of work and organizations. In this review article, we argue that a ‘mobilities lens’ offers strong potential for rethinking established approaches, focusing on one important sub-field: work–family studies. Drawing on a ‘problematization’ approach (Sandberg and Alvesson, 2011) and a systematic literature review (SLR) of work–family research published from 1995 to 2015, we show how theoretical assumptions about time, space, and place have narrowed the scope of work–family studies, focusing attention on ‘time’ and ‘time-binds’, and a limited subset of mobilities (e.g. telework, commuting). We argue that a mobilities lens can help us ‘think differently’ about work–family dynamics, prompting theoretical and methodological reorientations that recognize the inextricable connection of time and space (as ‘time–space’) and the need for a more encompassing excavation of the power, practice, and meaning of employment-related mobility (ERM) in work–family life. We sketch out a ‘mobilities inspired’ agenda to illustrate how ideas from mobilities studies can enrich work–family inquiry. We also discuss how mobilities studies can benefit, in turn, from greater engagement with work–family and organizational research.

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Gender differences in faculty attrition in the USA

Cited by 47 publications

References 39 publications

Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers

Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers

Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM

Beyond time-binds: Rethinking work–family dynamics for a mobile world

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