Divided Identity: Part-Time Faculty in Public Colleges and Universities

Abstract

The continuing and cacophonous claims about part-time faculty in higher education in the United States have detailed the conditions and plight of this

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

“…professional responsibilities (O'Meara & Braskamp, 2005) nor does it employ sustainable employment practices that promote student-faculty engagement (J. S. Levin & Hernandez, 2014). Part time faculty are a growing presence in higher education, accounting for almost half of faculty in higher education overall and more than two thirds at community colleges (J. S. Levin & Hernandez, 2014), providing nearly half of all instruction at community colleges (D. Jacoby, 2006).…”

“…Part time faculty are a growing presence in higher education, accounting for almost half of faculty in higher education overall and more than two thirds at community colleges (J. S. Levin & Hernandez, 2014), providing nearly half of all instruction at community colleges (D. Jacoby, 2006). High proportions of part-time faculty are associated with lower levels of student engagement (Porter, 2006), as part-time faculty report interacting with students at lower frequencies than tenured and tenure-track faculty (Nakajima et al, 2012;Umbach, 2007).…”

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

“…This multi-tiered system that is increasingly bottom-heavy, is clearly inequitable in terms of salary, benefits, and job security. The median pay per course for adjunct faculty is $2,700 (Kingkade, 2013), and part-time faculty are estimated to make 65% less than full-time faculty for the same work (Levin & Hernandez, 2014). They face working conditions that often differ dramatically from those of full-time faculty, including fewer instructional resources, less institutional support, limited interaction with colleagues, and little input into faculty governance (Buch & McCullough, 2016;Kezar, 2012;Levin & Hernandez, 2014).…”

“…Based on the above, it is not surprising that adjunct faculty are much more likely than full-time faculty to experience feelings of isolation, lack of connectedness to the academic community, and perceptions of marginalization (e.g., Buch & McCullough, 2016;Fagan-Wilen, Springer, Ambrosino, & White, 2007;Forbes, Hickey, White, 2010;Levin & Hernandez, 2014;Webb, Wong, & Hubball, 2013). Other researchers have noted the relationship between these experiences of isolation and the job satisfaction and turnover rates among part-time faculty (e.g., Hoyt, 2012;Meixner & Kruck, 2010).…”

“…It seems clear that these realities have important implications, including concerns about workplace fairness and equity and threats to the instructional mission of post-secondary institutions-after all "faculty working conditions are student learning conditions" (New Faculty Majority, 2015). Given the changing state of the professoriate, and its tremendous implications for higher education, increased attention to adjunct faculty is urgently needed (Kezar & Sam, 2010;Levin & Hernandez, 2014).…”