Acclimating to the Professoriate: Perspectives from New Female Faculty Members

Autor/inn/en	Carlson, Julie; Frayer, Janna
Titel	Acclimating to the Professoriate: Perspectives from New Female Faculty Members
Quelle	In: Journal of Women in Educational Leadership, 4 (2006) 2, S.81-101 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-6224
Schlagwörter	Women Faculty; Incidence; Focus Groups; College Faculty; Higher Education; Qualitative Research; Teacher Effectiveness; Health; Work Environment; Job Performance; Job Satisfaction; Faculty Workload; Social Support Groups; Females; Beginning Teachers + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Vorkommen; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gesundheit; Arbeitsmilieu; Work performance; Arbeitsleistung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Social support; Soziale Unterstützung; Weibliches Geschlecht; Junior teacher; Junglehrer
Abstract	This qualitative focus group study examined the prevailing acclimatization concerns and strategies of 10 new female professors at a mid-sized state university. Emergent themes relative to challenges experienced were, in order of prevalence, "not enough time," "teaching effectively," "health," "job expectations," "institutional knowledge," and "support." Somewhat less solidified were similar themes for strategies, also in order of prevalence, in the areas of "using time wisely," "teaching effectively," "maintaining health," "balancing job expectations," "seeking support," and "getting organized." Implications for universities are: to recognize the obstacles that new faculty members experience and to implement practices that lessen the teaching, advising, and committee load for the first year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10