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

本实证混合方法研究将调查公立社区大学科学与工程相关（S&amp；E）领域的女教师的职业道路、就业结果以及影响学术职业成功的因素。到目前为止，关于公立两年制大学女教员职业发展的研究非常有限。在四年的机构设置中，一些就业成果，包括教师和领导职位的代表性，终身职位，学术等级，工资，学科隶属关系，研究生产力等，被确定为学术职业发展的标志。社区大学在使命和制度特点上与四年制大学有很大的不同。这些差异表明，有必要在两年制院校的背景下，重新审视一些关于四年制院校女性教员的职业成功和晋升结果的研究结果的解释力。为此，本研究将调查(1)与四年制部门的晋升和就业结果相关的因素在多大程度上转化为两年制院校背景，以及(2)影响两年制院校女性教员就业结果的其他因素在多大程度上是独一无二的。该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，以美国国家高等教育学院研究（NSOPF）为基础，通过多元回归分析，找出影响社区学院女性教师在科学与工程领域学术生涯成功和就业结果的因素，并通过定性分析对结果进行背景分析。成功与否将通过一系列就业结果来衡量。定性调查将侧重于职业选择和学术职业发展模式，包括对成功障碍的考察。智力优势：关于高等教育中性别差异的两个相关研究领域——两年制院校的科学和工程学术研究以及教师工作——关于社区大学女性教师在s&&e学科教学经验的信息非常有限。以前的文献主要侧重于女科学家和工程师在研究型大学中的作用以及博士获得者，而为期两年的部门奖学金主要探讨女教师的一般经验，而不考虑其学科背景。因此，总的来说，目前的文献忽视了两年制院校及其理科女教师在培养科学和工程人才方面所起的作用，以及促进这些院校理科女教师进步的因素。更广泛的影响：在当今经济低迷的环境下，探索更多负担得起的社区大学如何有助于培养s&p人才是至关重要的，事实上，也是迫切需要的。社区和技术学院通过向包括妇女、种族和少数民族在内的异质学生群体以及在其生命的各个阶段从事终身学习的个人提供机会和途径来促进多样性。社区大学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充分利用的情况下才能实现。为女教师提供与她们的学术成就相称的职业发展机会是一件具有国家重要性的事情。这项研究的结果将通过许多渠道传播，包括向美国社区学院协会等机构作报告，并可能因此影响加强整体s&p教育基础设施的政策。

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.