A comparison of black and white professors' engagement in the service component of faculty work
Palmer, Kelli Elizabeth, Curry School of Education, University of Virginia
Covert, Robert, Curry School of Education, University of Virginia
Pusser, Brian, Curry School of Education, University of Virginia
Breneman, David, Curry School of Education, University of Virginia
Burbach, Harold, Curry School of Education, University of Virginia
Faculty diversity is critical for higher education excellence. Yet, faculty demographics are not proportionally representative of the race/ethnic and gender diversity seen in the general population. Two factors that may contribute to the limited diversity are distinctions in the time minority and "majority" faculty spend on professorial roles (particularly the service role) and the unequal weight awarded to different faculty roles in the promotion and tenure process.
The purpose of this study was to investigate the community/professional service time allocation by black and white faculty members in higher education institutions. The following research questions were explored:
1. Is there a difference in the percentage of time that black and white faculty members spend on the community/professional service component of the professoriate?
2. Is there a difference in the percentage of time that black and white faculty members prefer to spend on the community/professional service component of their work?
3. Is there a disparity between time spent and time preferred on community/professional service within groups and/or between groups?
The research questions were examined using data from the 1999 National Study of Postsecondary Faculty (NSOPF:99). The NSOPF:99 data represents "all public and private not-for-profit Title IV-participating, degree-granting, institutions in the 50 states and the District of Columbia" (U.S. Department of Education, 2002, p. iii). The study had six independent variables (Carnegie Classification of institution, academic rank, tenure status, academic discipline, gender, and race) and one dependent variable (service). An analysis of variance was used to examine the possible relationships between the independent variables and dependent variables.
The results showed that, overall, black faculty members spend a greater percentage of time on service than their white counterparts. Additionally, black faculty members prefer to do more service than their white colleagues. Generally, white faculty members are performing a preferred amount of service while black faculty members are doing more service than preferred. The notable exception to the trends reported is among white health sciences faculty, who reported the highest percentages of time both spent on service and preferred on service of any disciplinary cohort in this study.
Note: Abstract extracted from PDF file via OCR.
PHD (Doctor of Philosophy)
Digitization of this thesis was made possible by a generous grant from the Jefferson Trust, 2015.
Thesis originally deposited on 2016-02-18 in version 1.28 of Libra. This thesis was migrated to Libra2 on 2017-03-23 16:37:21.
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