Tenure Expectations and Career Aspirations Among Female Assistant Professors in STEM

Abstract

This study used social cognitive career theory to predict the career aspirations and tenure expectations of untenured female science, technology, engineering, and math (STEM) assistant professors. We hypothesized that contextual variables (perceived career barriers and institutional support for work–life balance) would directly predict career aspirations and tenure expectations. We also expected that these contextual variables would be indirectly related to career aspirations and tenure expectations through our self-efficacy variables (faculty task-specific self-efficacy and impostor beliefs). Data were collected from 214 untenured female faculty in STEM departments. Path analyses indicated that the hypothesized model was a good fit for the data. Institutional support for work–life balance produced direct and indirect pathways to career aspirations through faculty task-specific self-efficacy and an indirect pathway to tenure expectations through impostor beliefs, whereas perceived career barriers produced a direct pathway to career aspirations. Implications for research and practice are discussed.

Plugging the Leaky Pipeline:A Qualitative Investigation of Untenured Female Faculty in STEM

“…Given findings that women faculty in more underrepresented STEM fields less frequently reported experiencing administrative and policy support, universities should make a concerted effort to ensure they are not overlooking the needs of this group in departments where women are particularly outnumbered. Specific policies outlined in the literature that are supported by the current findings are providing flexible work scheduling, time off for childbirth or adoption, and caregiving-related breaks without penalty (Gregor et al, 2021;Hart, 2016;Moors et al, 2014). This is relevant as our study showed the demands of caregiving and professional obligations as impediments to full engagement in each area.…”

“…The importance of family-supportive leave policies has been highlighted by previous research where among STEM postdocs, the negative effect of perceived family-supportive policies on job satisfaction and sense of belonging was stronger for women than men (Moors et al, 2014). In addition, perceptions of family-supportive policies correlated positively with career aspirations and expectations of receiving tenure and negatively with impostor beliefs and perceived career barriers (Gregor et al, 2021). Given the gendered expectations of unpaid labor for women in academia at home (e.g., Toffoletti & Starr, 2016), administrative policies, such as family-supportive leave policies, could serve to reduce the unique barriers faced by women in academia.…”

“…One hundred and 81 participants who previously consented to annual follow-ups as part of a longitudinal study on untenured STEM female faculty career progression (Gregor et al, 2021) were contacted by email for participation. Of those participants, 129 completed the survey (Response rate 71.3%).…”

“…Much of the SCCT literature has focused on testing the model quantitatively and has been useful in understanding the retention and persistence of women in STEM fields, particularly for underrepresented populations (Fouad & Santana, 2017). Recently, Gregor and colleagues (2021) utilized path analysis to examine the SCCT framework in exploring the vocational outcomes of untenured STEM female academics. The results indicated that institutional environment (support for work/life balance and career barriers) both directly and indirectly through self-efficacy variables predicted the career aspirations and tenure expectations of the sample of women.…”

The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level

“…Studies find that women who are unsure of their science and math skills are less likely to persist in STEM career paths, as compared to women who are more confident in such skills (American Association of University Women, 2010). Successful academic performance has been linked to higher-level career aspirations among women in STEM majors (Gregor, Weigold, Martin-Wagar, & Campbell-Halfaker, 2021).…”