Pushed to the Margins: Sources of Stress for African American College and University Faculty

Thompson, Carolyn J.; Dey, Eric L.

doi:10.2307/2649191

Cited by 53 publications

(59 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Job satisfaction (Hagedorn 1996(Hagedorn , 2000, teaching and research productivity (Fairweather 2002), the role of stress in faculty work life (Dey 1994; Thompson and Dey 1998), satisfaction of women and minority faculty (Olsen et al 1995), and pay equity (Toutkoushian and Conley 2005) represent a few of the more prominent topics of interest. In addition to scholarly interest in questions and issues associated with faculty work life, the extent and depth of our understanding of faculty members and their roles also has important implications for the future of higher education.…”

Section: Introductionmentioning

confidence: 99%

Oh, won’t you stay? Predictors of faculty intent to leave a public research university

2011

View full text Add to dashboard Cite

Understanding and predicting faculty intent to leave is important to the development of improved conceptual frameworks of faculty success as well as the implementation of effective retention strategies for academic leaders and institutions that invest considerable resources in recruitment, institutional support, and compensation. This study examined the relationship between various research-based factors and faculty intent to leave by integrating components identified in the extant literature for employee turnover more generally and faculty intent to leave more specifically. The results of binary logistic regression models identified workplace stress, being in a ''soft-pure'' discipline, fewer years of service at the university, and higher research productivity as key predictors of faculty having considered leaving for another institution. Key predictors for faculty having considered leaving academe altogether were being in a ''hard-applied'' discipline, not having a spouse or partner, a perceived lack of support, a perceived lack of fit, stress of raising a family, and dissatisfaction with certain aspects of the ''faculty job''. The implications for research, policy, and practice are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Oh, won’t you stay? Predictors of faculty intent to leave a public research university

2011

View full text Add to dashboard Cite

show abstract

“…The main factors of this state are excessive research work, shortage of time and energy as well as over loads of teaching the extra classes [9]. In particular several researches described that increasing professional responsibilities are the most important elements that contribute their share in prevailing the psychological and emotional problems and poor job performance [10], [11].…”

Section: Introductionmentioning

confidence: 99%

Impact of Job Stress on Job Attitudes and Life Satisfaction in College Lecturers

Khan¹,

Aqeel²,

Riaz³

2014

IJIET

View full text Add to dashboard Cite

Abstract-The main objective of this study was to find out the relationship of job stress with job attitudes in college lecturers. This is a cross-sectional study design based on purposive sampling technique. The results revealed that job stress has a significant negative relationship with job performance, job satisfaction, and life satisfaction while positively significant related with turnover intentions. Further a significant difference was found among married and unmarried college lecturers on these study variables.

show abstract

“…Patitu & Hinton cited conflicting information, unwritten rules, higher expectations for minority faculty than others, and the absence of mentoring and direction from others as reasons for tenure and promotion frustrations 23 . While a Thompson & Dey quantitative study measured stress in African American male and female faculty identifying time constraints and promotion concerns as the most common sources of stress 28 . Women faculty at four-year colleges experienced greater levels of stress than men in both areas 28 .…”

Section: Experiencesmentioning

confidence: 99%

“…While a Thompson & Dey quantitative study measured stress in African American male and female faculty identifying time constraints and promotion concerns as the most common sources of stress 28 . Women faculty at four-year colleges experienced greater levels of stress than men in both areas 28 . Career advancement is at the forefront of most faculty, however the stress of advancement appears to be elevated in African American women faculty.…”

Section: Experiencesmentioning

confidence: 99%

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

A first year Engineering Education doctoral student at Purdue University. Ms. Trina L Fletcher, Purdue University, West LafayetteTrina Fletcher is an Engineering Education doctoral student at Purdue University. Her research focus includes process excellence and total quality management (TQM) methodologies as a way to improve engineering related activities within industry and education. She is also interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management. Hispanic student numbers rose from 3 percent to 13 percent, Asian/Pacific Islander students rose from 2 percent to 6 percent, and the percentage of Black students rose from 9 percent to 14 percent. However, the faculty demographic has not kept pace with the increase in URM enrollment. The percentage of URM faculty has remained flat over the last 20 years, hovering at just a little over 5 percent.Researchers, educators, and practitioners believe that in order for students to succeed academically, they need role models and mentors with whom they can identify. Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of students. The campus climate improves when the diversity of the student population matches that of the faculty. Students from majority groups equally benefit from learning and exchanging ideas in a multicultural environment, offering a wider range of research and a broader representation of alternative perspectives. Therefore, the shift in American demographics over the next ten years changes the question from whether colleges and universities want to support diversity in their faculty distribution to how colleges and universities will accommodate this necessity.Thus, this is a review of the literature on one demographic in engineering academe, the African American woman. African American women are at the intersection of two of the most pervasive prejudices in this country: racism and sexism. This review will unveil some of the unique challenges African American female engineering faculty due to the intersectionality of race and gender. In order, to increase the numbers, the engineering education community must first fully understand the barriers these women face.

show abstract

Pushed to the Margins: Sources of Stress for African American College and University Faculty

Cited by 53 publications

References 0 publications

Oh, won’t you stay? Predictors of faculty intent to leave a public research university

Oh, won’t you stay? Predictors of faculty intent to leave a public research university

Impact of Job Stress on Job Attitudes and Life Satisfaction in College Lecturers

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Contact Info

Product

Resources

About