ERIC Number: EJ1054345
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Enabling Possibility: Women Associate Professors' Sense of Agency in Career Advancement
Terosky, Aimee LaPointe; O'Meara, KerryAnn; Campbell, Corbin M.
Journal of Diversity in Higher Education, v7 n1 p58-76 Mar 2014
In this multimethod, qualitative study we examined associate women professors' sense of agency in career advancement from the rank of associate to full. Defining agency as strategic perspectives or actions toward goals that matter to the professor, we explore the perceptions of what helps and/or hinders a sense of agency in career advancement. Our participants consisted of 16 women associate professors at a major research university who participated in an institutional intervention program designed to enhance sense of agency in career advancement, and a subset of 12 attendees who also participated in a follow-up focus group 6 months later. Participants commonly noted that the influences of workload alignment, interactions with on-campus colleagues, and sense of fit between personal values and institutional promotion criteria constrained their sense of agency in career advancement, while the institutional intervention, self-selected professional networks, and perceived abilities fostered their sense of agency in career advancement. We conclude with individual and institutional level recommendations for policies and practices aimed at enhancing sense of agency perspectives and actions in career development in hopes of better retaining, promoting, and supporting women faculty.
Descriptors: Career Development, Women Faculty, Qualitative Research, Academic Rank (Professional), Adjunct Faculty, Intervention, Focus Groups, Followup Studies, Likert Scales, Teacher Workshops, Influences, Faculty Workload, Values, Collegiality, Institutional Characteristics, Social Networks, Teacher Attitudes, Career Guidance, College Faculty, Performance Factors, Barriers, Faculty Promotion
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: HRD-1008117