Disciplinary marginalization and sociopolitics: the U.S. PETE pre-tenure experience

Richards, K. Andrew R.; Kinder, Christopher J.; Shiver, Victoria N.; Woods, Amelia Mays; Cushing, Casey Laine

doi:10.1080/13573322.2021.1919611

Cited by 15 publications

(7 citation statements)

References 32 publications

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“…Although this study has provided evidence that perceived organizational support and emotional exhaustion were related to perceptions of PETE faculty job satisfaction, several variables were withheld from the model. Previous research has identified that factors such as emotional intelligence (Richards et al, 2021a(Richards et al, , 2021b, mindfulness and resilience (Lee et al, 2021), and teachers' beliefs or personality (Kern et al, 2021) are associated with job satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…Research focused on PETE faculty socialization has recently gained headway (Graber et al, 2020; McEvoy et al, 2015). Literature has described how PETE faculty have attempted to navigate the sociopolitical environment of higher education, particularly in relation to the relationships they develop with others in the workplace (Richards et al, 2021b). Teacher educators may experience additional stressors due to the marginal position held by PETE and sport pedagogy faculty members in academia (MacPhail, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Prior research has also illustrated that marginalization extends to the PETE faculty experience and may be related to department position (e.g. education, health sciences), location on campus, and perceived value in revenue generation (Richards et al, 2021b). Accordingly, PETE faculty should consider intentionally developing relationships with colleagues, mentors, and peers to reduce marginalization (McLoughlin et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Kinder

Richards

Trad

et al. 2023

European Physical Education Review

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Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Kinder

Richards

Trad

et al. 2023

European Physical Education Review

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“…Further, scholars should also consider the departments that PETE programs reside in, such as kinesiology, education, or sport and exercise science. This positionality has been found to influence teacher educators' experiences in higher education, particularly in relation to marginality of both faculty members and programs (Richards et al, 2022). Accordingly, PETE professionals responsible for doctoral programs in the US must be concerned with teaching students how to effectively navigate the complex nexus of responsibilities and factors involved in teacher education (Williams et al, 2011) while also preparing them for the realities of working in a department unsupportive of physical education faculty or the field of PETE.…”

Section: Discussionmentioning

confidence: 99%

“…The current study was part of a larger, ongoing investigation into the socialization of US PETE doctoral students and early career faculty members (McLoughlin et al, 2019;Richards et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

Kinder

Shiver

Richards

et al. 2023

European Physical Education Review

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Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants’ experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements.

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Operationalizing a Physical Education Workforce Research and Development Agenda

Jones

Lawson

Richards

2022

Quest

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Disciplinary marginalization and sociopolitics: the U.S. PETE pre-tenure experience

Cited by 15 publications

References 32 publications

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

Operationalizing a Physical Education Workforce Research and Development Agenda

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