Gender Differences in Faculty Turnover (original) (raw)
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Explaining the Gender Gap in Professors' Intentions to Leave
Sociological Focus, 2010
We examine gender differences in faculty members' intentions to leave their jobs and explanations for these differences. Using data from the National Survey of Postsecondary Faculty 1999 (NSOPF 99), we examine family, social control, and work explanations for intentions to leave. Findings show that gender is significantly related to intentions to leave, and women are more likely than men to intend to leave their jobs. Perceptions of ill-treatment based on gender are related to female professors' higher rate of intentions to leave, as is the fact that more women than men occupy part-time positions in academia. Despite the increasing number of women receiving undergraduate degrees, graduate degrees, and the increasing number of women in faculty positions, numerous gender inequalities remain in academia. Although the number of female professors has increased in past years, academia remains male-dominated, with men comprising approximately 65 percent of all professor positions (National Center for Education Statistics 2002a). As academic rank increases, the number of women declines (Mason and Goulden 2002; Sandier and Hall 1986). Gender imbalances in salary, rank, and tenure have declined to some degree, but vast inequities remain (Massachusetts Institute of Technology 1999). Female faculty still have lower salaries, are less likely to be at prestigious institutions, are at lower ranks, and are less likely than men to achieve tenure (
Fleeing the Ivory Tower: Gender Differences in the Turnover Experiences of Women Faculty
Journal of Women's Health, 2017
Purpose: Prior research has established that women and men faculty have different experiences in their professional and personal lives and that academic turnover can be costly and disruptive to home institutions. However, relatively little research has examined gender differences in the antecedent events that contributed to faculty members' voluntary turnover decisions. This study aims to fill this gap. Materials and Methods: Qualitative and quantitative data were obtained in two ways: by directly contacting faculty members who had voluntarily left their positions through the human resource departments at six institutions and through more wide-scale snowball sampling. The surveys, administered via paper or web based, measured the extent to which participants' experiences with harassment/discrimination, family-related issues, and recruitment/retention offers impacted their decisions to leave. Qualitative data were coded by raters into numerical values, and mean differences based on gender were assessed for these and the quantitative data. Results: Both the qualitative and quantitative data suggest that female academicians reported experiencing significantly more gender-based harassment/discrimination, were much more likely to cite family-related reasons for leaving, and reported receiving significantly fewer external job offers and internal retention offers than their male counterparts. Conclusions: Academic science departments should be keenly aware of and strive to reduce instances of harassment/discrimination against female academicians, offer more support for family-related issues and encourage faculty to take advantage of these programs, and conduct search and retention efforts fairly regardless of faculty gender.
Tenured Women Faculty: Reasons for Leaving One Research University. ASHE Annual Meeting Paper
1994
In an effort to understand how higher education institutions can retain women faculty members, this study examined the attitudes of eight tenured women faculty who chose to leave one research university. Some went to other tenured academic positions, others to research agencies. Interviews included open-ended questions as well as focused probes concerning key factors. In addition, the study examined data from the Carnegie 1989 national college faculty survey analyzing the responses of 367 women and 1,749 men who held full-time tenured positions. Findings revealed that there were aspects of the environment at the university that made the women interviewed choose to leave. They described experiences and incidences where their career opportunities were blocked, where others treated them with disrespect, where they had too little personal or financial support, where salary was inequitable, where the university did not help with dual career issues, and where personal and institutional goals were mismatched. A significant number of these negative experiences were related to gender.'llesults from the analysis of the national survey supported the finding that aspects of the faculty work environment are important factors in decisions to leave an institution. (Contains 31 references.) (JB)
Associate Professor Turnover at America's Public and Private Institutions of Higher Education
The American Economist, 2006
This paper uses data from the American Association of University Professor's annual salary survey to compute continuation rates for associate professors during the 1996–97 to 2001–2002 period. Findings demonstrate that average continuation rates are higher for private academic institutions than for public academic institutions in bachelors-level, masters-level and doctoral-level institutions. Furthermore, multivariate analysis finds that, all other things held equal, institutions with higher average faculty compensation have higher continuation rates. However, the magnitude of this relationship is not sufficient enough to warrant change in compensation policies at academic institutions, particularly between public and private institutions.
1992
This study developed a descriptive profile of an institutional academic marketplace reflecting differences in mobility across rank, disciplines and gender over a 10-year period at one research university. Because the study focused on faculty attrition, data analysis examined reasons for departure by rank, gender and discipline. Data sources included a variety of institutional records including initial appointment information, annual promotion and tenure reports, and termination/resignation reports. Analysis of these data found that salary, retirement, professional advancement and institutional issues were the most frequent reasons cited overall for faculty leaving this institution. Trends according to rank showed that full professors were most likely to leave for reasons of professional advancement and difficulties with the university, while associate professors, excluding salary, were most likely to leave for issues related to the balance of teaching and research. Tenure and tenure related concerns were the reasons for departure given by the largest percentage of assistant professors as well as salary. Results also showed that women left for salary reasons but also for personal reasons and for institutional issues rather than tenure related issues. (Contains 11 references.) (JB)
Female Faculty at Texas 4-Year Public Universities: Changes over Time
Journal of Advances in Education Research, 2018
In this study, the percentages of female faculty at Texas 4-year public universities for the 2003 and 2014 academic years were examined to determine the degree to which changes might have occurred over time. Archival data were retrieved from the Texas Higher Education Coordinating Board on Assistant Professor, Associate Professor, and Full Professor faculty positions at Texas 4year universities. Inferential statistical procedures revealed the presence of statistically significant differences was between the percentages of female faculty in each of the three positions between the 2003 and 2014 academic years. A statistically significant higher percentage of female faculty members was present in the 2014 academic year than in the 2003 academic year. Interestingly, the percentage of female faculty members at the Full Professor position increased by 9.46% over this time period, compared to an increase of only 4.15% at the Assistant Professor level, and an increase of only 4.04% at the Associate Professor level. Based on these percentages increase, female faculty members at the entry level rank of Assistant Professors were not increasing at the same rate as female Full Professors, which indicates a gap in the pipeline of professorship for female faculty. Discussion and policy recommendations to address this gap are discussed in this study.
Gender Differences in Faculty Productivity, Satisfaction, and Salary: What Really Separates Us?
2001
Gender differences in faculty productivity, satisfaction, and salary were studied using 2 large datasets, the 1999 Higher Education Research Institute Faculty Survey (n=55,081) and the 1993 National Study of Postsecondary Faculty (n=25,780). Findings show very little evidence of gender differences in productivity, especially at the lower productivity levels. Although the gender gap remains at the higher productivity levels, among faculty at universities women are more likely than men to have published between one and 4 articles over the past 2 years. Overall job satisfaction for male and female faculty members was virtually identical, but differences in stress and rank are apparent. The area that shows the greatest difference between men and women is salary. Men and women are paid differently, although the reasons why are not so clear. The best way to change the culture and practices of higher education to enable female faculty members to be full-fledged members of the academy is to examine and adjust the reward structure to be fair and equitable for all. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.