Job Satisfaction Among Faculty of Color in Academe: Individual Survivors or Institutional Transformers?

Laden, Berta Vigil; Hagedorn, Linda Serra

doi:10.1002/ir.10505

Cited by 82 publications

(66 citation statements)

References 6 publications

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“…For example, a female faculty member in an otherwise all-male department may report lower levels of satisfaction due to perceived pressures of additional responsibilities to represent their department in various capacities as the only female faculty member. The same holds true for faculty who may be the only person of color or representative of any number of underrepresented demographics (Laden & Hagedorn, 2000;Ropers-Huilman, 2000;Wolf-Wendel & Ward, 2014). That feeling of being the only person of a certain demographic can come with dissatisfaction independent of the work itself.…”

Section: Mediatorsmentioning

confidence: 94%

“…Job satisfaction and morale can also differ depending on discipline, gender, race, academic rank, current health status, and marital status (Bender & Heywood, 2006;Bilimoria et al, 2006;Bozeman & Gaughan, 2011;Eyupoglu & Saner, 2009;Fox & Colatrella, 2006;Laden & Hagedorn, 2000;Seifert & Umbach, 2008;Wolf-Wendel & Ward, 2014). While certainly helpful in assessing job satisfaction and morale in a specific work environment, what makes these criteria more complex to assess is that they often impact each other.…”

Section: Background Of the Problemmentioning

confidence: 99%

“…Race and ethnicity also play a role in how faculty experience morale and job satisfaction. For faculty of color at an institution of higher education, it is not uncommon for them to find that they are the only person in their department who looks like them (Antonio, 2003;Johnsrud & Rosser, 2002;Laden & Hagedorn, 2000;Seifert & Umbach, 2008). With that feeling of isolation can come a number of other issues impacting job satisfaction; such as lack of emotional support, perceived expectations to serve on more committees, and an expectation to mentor students of a similar background (Laden & Hagedorn, 2000).…”

Section: Mediatorsmentioning

confidence: 99%

“…For faculty of color at an institution of higher education, it is not uncommon for them to find that they are the only person in their department who looks like them (Antonio, 2003;Johnsrud & Rosser, 2002;Laden & Hagedorn, 2000;Seifert & Umbach, 2008). With that feeling of isolation can come a number of other issues impacting job satisfaction; such as lack of emotional support, perceived expectations to serve on more committees, and an expectation to mentor students of a similar background (Laden & Hagedorn, 2000). Compared to their white counterparts, faculty of color are also less likely to be represented in higher academic ranks, are typically less satisfied with every aspect of their jobs, exhibit more stress through the promotion and tenure process, and more likely to report discrimination in the workplace (Antonio, 2003;Laden & Hagedorn, 2000;Seifert & Umbach, 2008).…”

Section: Mediatorsmentioning

confidence: 99%

“…Ultimately, faculty of color typically express satisfaction through three main variables: (1) satisfaction with teaching and working with students; (2) supportive administrative leadership, mentoring relationships, and (3) collegiality and interaction with other faculty (Laden & Hagedorn, 2000). In other words, the same variables that largely motivate faculty of all kinds are the same that motivate faculty of color (Antonio, 2003;Laden & Hagedorn, 2000;Seifert & Umbach, 2008).…”

Section: Mediatorsmentioning

confidence: 99%

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Faculty Job Satisfaction and Morale in Biomedical Research

Goranflo¹

2000

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High faculty morale and job satisfaction are vital for optimum performance and important to the quality and vitality of the academic enterprise. However, research on faculty morale and job satisfaction has historically been limited to faculty at traditional comprehensive institutions and specific professional programs. Faculty who conduct biomedical research at academic health centers experience substantial differences in employment expectations and how they are funded than other faculty. The purpose of this study was to explore how personal and professional factors contribute toward positive morale and job satisfaction for faculty in biomedical research programs at one academic health center. This qualitative study used individual semi-structured interviews to explore work-life aspects associated with self-reported levels of morale and job satisfaction. Results from this study indicated that biomedical research faculty enjoy their work and highly value collaborating with their colleagues. The persistent need to fund at least half of their salaries through soft money, the loss of valued colleagues due to turnover, and a lack of identity with their institution decreases job satisfaction. It was also found that job satisfaction is expressed differently by gender and length of employment at one's current institution.

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Section: Mediatorsmentioning

confidence: 94%

Section: Background Of the Problemmentioning

confidence: 99%

Section: Mediatorsmentioning

confidence: 99%

Section: Mediatorsmentioning

confidence: 99%

Section: Mediatorsmentioning

confidence: 99%

See 3 more Smart Citations

Faculty Job Satisfaction and Morale in Biomedical Research

Goranflo¹

2000

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Mental health in academia: Hacks for cultivating and sustaining wellbeing

Johnson

Lester

2021

American J Hum Biol

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Mental health concerns among university populations are on the rise. Faculty and students report increasing levels of depression, stress, anxiety, and suicidal ideation. These mental health crises reduce overall wellness and inhibit the educational process. We identify uncertainty, financial stress, disruptions to social networks, burnout, and the contemporary social/political climate as key triggers for mental health crises for faculty and students. Faculty are in a position to provide support to one another and their students and as such, we provide strategies that attend to these triggers and complement other forms of intervention. We do not intend these “hacks” to supplant structural change or reputable medical advice; rather, they are intended to help focus attention on the importance and magnitude of mental health concerns in academia and to offer some strategies that faculty can implement.

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Exploring the climate for women as community college faculty

Hagedorn

Laden

2002

New Drctns Community Coll

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Despite the literature pointing to a "chilly climate" for female students and faculty, there has been little attention to the perceived conditions for women as community college faculty members. This chapter provides a literature review as well as analyses of a national dataset of responses of community college faculty to examine the climate at the nation's two-year colleges.Two decades ago Hall and Sandler coined the phrase "chilly climate" to symbolically represent a pervasive and negative classroom climate reported by girls and women. Subsequently, the term has been applied to women's experiences in postsecondary classrooms and career advancement. Hall and Sandler's (1982) groundbreaking study notes that the traditional practices of college professors provide a differential treatment of students by gender that favors men and marginalizes women.Other studies followed, focusing on women's perceptions of their career development, barriers, and opportunities in the academy. Discriminatory practices and attitudes toward women were documented, and evidence of restrictions on women's academic freedom and lower levels of advancement were shown to be more widespread than generally assumed. One of these studies also gave rise to the image of the "glass ceiling" as a composition of transparent barriers that prevented women from rising above a certain level in the institutional hierarchy (Morrison, White, Van Velsor, and The Center for Creative Leadership, 1987). A decade later the "academic funnel" provided a picture of decreasing opportunities for women as they struggled to progress to higher levels of administration.Despite the prevalence of research literature with clear evidence of a chilly climate for many women college students, faculty, and administrators, little attention has been given to the status of women faculty at community colleges. Here we provide a literature review to highlight the conditions of women faculty working in colleges and universities and empirical analyses of a national dataset of community college faculty collected by the Center for

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Job Satisfaction Among Faculty of Color in Academe: Individual Survivors or Institutional Transformers?

Abstract: 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.

Cited by 82 publications

References 6 publications

Faculty Job Satisfaction and Morale in Biomedical Research

Faculty Job Satisfaction and Morale in Biomedical Research

Mental health in academia: Hacks for cultivating and sustaining wellbeing

Exploring the climate for women as community college faculty

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