ERIC Number: EJ1051913
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
The Role of Citizenship Status in Intent to Leave for Pre-Tenure Faculty
Kim, Dongbin; Wolf-Wendel, Lisa; Twombly, Susan B.
Journal of Diversity in Higher Education, v6 n4 p245-260 Dec 2013
Using a national database, this study uses discriminant analysis to explore the role of citizenship status in determining intent to leave for pre-tenure faculty members at 4-year research universities. Of the 3 possible responses (intend to stay, intend to leave, and undecided), 2 functions emerged. The first function differentiates between those who intend to stay as compared to those who intend to leave and those who are undecided. The second function differentiates between those who intend to leave and those who are undecided. Citizenship matters only for the second function. Measures of satisfaction with workplace serve as the primary indicators of function one. Race and citizenship status are the only variables significant for function two. Demographic variables (e.g., gender, marital status), discipline, salary, and institutional variables (e.g., institutional control and Carnegie Classification) are not significant variables in either function. The variables that are significant for the entire sample are similar to those found to be significant just for non-U.S. citizen faculty. Implications of this study for institutions include attending to departmental and institutional fit, recognition of diversity among non-U.S. citizen faculty, and working toward improving various components of satisfaction.
Descriptors: Tenure, College Faculty, Teacher Persistence, Intention, Citizenship, Role Perception, Research Universities, Discriminant Analysis, Data Analysis, Social Status, Predictor Variables, Statistical Analysis, Individual Differences, Comparative Analysis, Statistical Distributions, Faculty Mobility, Teacher Attitudes, Job Satisfaction, Teacher Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A