Partnerships for Adaptation, Implementation and Dissemination (PAID): Career Success in Science & Engineering-Related Fields for Female Faculty at Public Two-Year Institution

适应、实施和传播伙伴关系（付费）：科学事业的成功

• 批准号: 0930229
• 负责人: Valerie Conley
• 金额: $ 50万
• 依托单位: Ohio University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0930229&HistoricalAwards=false
• 关键词: Partnerships; Adaptation; Implementation; Dissemination; PAID

This empirical mixed-methods research study will investigate career paths, employment outcomes, and factors that influence academic career success for female faculty in science and engineering-related (S&E) fields at public community colleges. So far, very limited research exists on the career advancement of these female faculty members at public two-year institutions. Within a four-year institutional setting, several employment outcomes, including representation in faculty and leadership positions, tenure status, academic rank, salaries, disciplinary affiliation, research productivity, and others, are identified as markers of academic career advancement. Community colleges differ dramatically from their four-year counterparts in missions and institutional characteristics. These differences point to the need to re-examine the explanatory power of some findings on S&E career success and advancement outcomes of female faculty in the four-year sector in the context of two-year institutions. To this end, this study will investigate (1) the extent to which the factors associated with advancement and employment outcomes in the four-year sector translate to the two-year institutional context, and (2) the extent to which there exist other factors affecting female faculty members' employment outcomes that are unique to two-year institutions. The conceptual and theoretical framework for the study is largely grounded in sociological, organizational, and economic theory. This study follows a mixed methods design to identify factors associated with community college female faculty members' academic career success and employment outcomes in S&E fields by multivariate regression analyses based on the National Study of Postsecondary Faculty (NSOPF) and to contextualize these results through qualitative analysis. Success will be measured using a number of employment outcomes. Qualitative inquiry will focus on career choices and patterns of academic career advancement, including an examination of barriers to success. Intellectual Merit: Two relevant areas of research on gender differences in higher education-science and engineering in academe and faculty work at two-year institutions-have very limited information on the experiences of community college women faculty teaching S&E disciplines. The former literature largely focuses on the role of women scientists and engineers in research universities and on doctoral recipients, whereas the two-year sector scholarship mainly explores general experiences of female faculty irrespective of their disciplinary backgrounds. The state of current literature thus ignores, in general, the role that both two-year institutions and their S&E female faculty play in developing science and engineering talent, as well as factors promoting the advancement of women S&E faculty in these institutions. Broader Impact: In today's climate of economic downturn, it is vitally important and, in fact, urgent to explore how more affordable community colleges may contribute to developing S&E talent. Community and technical colleges promote diversity by offering opportunity and access to a heterogeneous student body, including women, racial and ethnic minorities, and individuals at all stages of their lives engaged in life-long learning. All of the benefits of community colleges may only be fulfilled if the talent of both female and male well-qualified scientist and engineers will be utilized to its fullest potential. Providing female S&E faculty members chances for career advancement merited by their academic achievements is a matter of national importance. Results from this study will be disseminated through many channels, including presentations to such bodies as the American Association of Community Colleges, and may thus affect policies to strengthen the overall S&E education infrastructure.

这种实证混合方法的研究将调查职业道路，就业成果，以及影响女性教师在科学和工程相关（S E）领域在公立社区学院的学术生涯成功的因素。 到目前为止，关于两年制公立学校女教师职业发展的研究非常有限。 在一个为期四年的机构设置，几个就业成果，包括教师和领导职位的代表性，任期地位，学术排名，工资，学科隶属关系，研究生产力，和其他人，被确定为学术职业发展的标志。社区学院在使命和机构特征上与四年制学院有很大的不同。 这些差异表明，有必要重新审视一些调查结果的解释力，在两年制机构的背景下，在四年制部门的女教师的职业成功和进步成果。 为此，本研究将探讨（1）在四年制教育中，与晋升和就业结果相关的因素在多大程度上转化为两年制教育的情况，以及（2）在多大程度上存在影响两年制教育中女性教师就业结果的其他因素。研究的概念和理论框架主要基于社会学、组织学和经济学理论。 本研究采用混合方法设计，以全国高等教育教师研究（NSOPF）为基础，通过多元回归分析，确定社区学院女教师在S E领域的学术生涯成功和就业成果的相关因素，并通过定性分析将这些结果置于背景中。 成功与否将用若干就业成果来衡量。 定性调查将重点关注职业选择和学术职业发展模式，包括检查成功的障碍。智力优势：两个相关领域的研究性别差异在高等教育的科学和工程专业和教师工作在两年制的机构，有非常有限的信息社区学院女教师的经验教S& E学科。 前一种文献主要侧重于研究型大学中女科学家和工程师的作用以及博士生，而两年期部门奖学金则主要探讨女教师的一般经验，不论其学科背景如何。 因此，目前的文献状态忽略了，在一般情况下，两年制院校和他们的SE女教师发挥的作用，在发展科学和工程人才，以及促进妇女SE教师在这些机构的进步的因素。更广泛的影响：在经济不景气的今天，探索如何让更多的人负担得起社区学院对培养科技人才做出贡献是至关重要的，事实上也是迫切&的。 社区和技术学院通过提供机会和接触不同学生群体的机会来促进多样性，包括妇女、种族和少数民族，以及在生命的各个阶段从事终身学习的个人。社区学院的所有好处只有在男女合格的科学家和工程师的才能得到最充分的利用时才能实现。 为女理工科教师提供与其学术成就相称的职业发展机会是一个具有国家重要性的问题。这项研究的结果将通过多种渠道传播，包括向美国社区学院协会等机构发表报告，从而可能影响加强整体S E教育基础设施的政策。