Job Satisfaction Differentials Among African American Faculty at 2-Year And4-Year Institutions

Flowers, Lamont A.

doi:10.1080/10668920590911896

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…In a rare examination of job satisfaction for a specific ethnic group, Flowers (2005) used NSOPF:99 data to examine differences among African American faculty at two-year and four-year schools. Although the data he used included both African American faculty and staff, he consistently reported the findings as being for faculty.…”

Section: Job Satisfactionmentioning

confidence: 99%

2007

ASHE Higher Education Report

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Overview A Profile of Community College Faculty Full‐Time Faculty Part‐Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full‐Time Faculty Members Role Expectations for Part‐Time Faculty In‐Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors

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Section: Job Satisfactionmentioning

confidence: 99%

2007

ASHE Higher Education Report

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“…Community college faculty members have generally received limited attention in the higher education literature compared to the university professoriate (e.g., Townsend & Twombly, 2007;Twombly & Townsend, 2008). However, the increased availability of large-scale national data sets, such as the National Study of Postsecondary Faculty (NSOPF) survey data, has led to a growing body of research that examines the demographic profile, work roles, and job satisfaction of community college faculty members (e.g., Flowers, 2005;Gahn & Twombly, 2001;Hardy & Laanan, 2006;Isaac & Boyer, 2007;Kim, Twombly, & Wolf-Wendel, 2008;Outcalt, 2002;Perna, 2003;Rosser & Townsend, 2006;Valadez & Anthony, 2001). A number of these studies have specifically focused on minority faculty members' work lives and experiences in community colleges (e.g., Bower, 2002;Flowers, 2005;Isaac & Boyer, 2007;Perna, 2003), but they have not made a distinction between native-born or foreign-born faculty groups.…”

Section: Research On Foreign-born Faculty Membersmentioning

confidence: 99%

“…A number of previous studies examining faculty job satisfaction have utilized Herzberg's two-factor theory as a theoretical framework (e.g., Flowers, 2005;Rosser, 2004Rosser, , 2005Rosser & Townsend, 2006). One of the earlier studies, conducted by Hill (1986), concluded that Hertzberg's model could be successfully applied to understanding faculty satisfaction in higher education institutions.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions

Mamiseishvili

2010

Community College Review

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Foreign-born faculty members in community colleges can serve as a valuable resource to their institutions’ growing internationalization efforts. This study uses the data from the 2004 National Study of Postsecondary Faculty to examine the characteristics, job satisfaction, and workplace perceptions of the foreign-born group of the professoriate at public 2-year institutions relative to their U.S.-born peers. Together with other minority faculty groups, foreign-born faculty members, with their diverse cultural and language backgrounds, can be instrumental in serving increasingly diverse student populations in community colleges nationwide. The findings of this study may help 2-year institutions more effectively attract and retain foreign-born faculty members and provide them with a rewarding and supportive workplace.

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“…In addition, the literature tends to aggregate the experiences of these different ethnoracial groups, focus on female faculty of color, or leave out Asian/Pacific Islander American and Middle Eastern/North African American faculty altogether (Bower, 2002;CCCC, 2013;Flowers, 2005;Isaac & Boyer, 2007;Perna, 2003). As a result, it can be challenging to understand the unique experiences and needs of members of each group.…”

Section: Faculty Of Colormentioning

confidence: 99%

“…URF tend to have more obstacles to their general satisfaction and retention than their majority counterparts (White, heterosexual, and nondisabled males) (Flowers, 2005;Isaac & Boyer, 2007). This article attempts to advance knowledge in this area as well as help community college faculty and higher education administrators better support URFs.…”

mentioning

confidence: 90%