Faculty Identity in Higher Education: Beyond Research, Teaching, and Service

Autor/in	Schmid, Megan E.
Titel	Faculty Identity in Higher Education: Beyond Research, Teaching, and Service
Quelle	(2023), (174 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9918-1
Schlagwörter	Hochschulschrift; Dissertation; Research Universities; College Faculty; Self Concept; Relationship; Teacher Student Relationship; Professional Development; Individual Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Forschungseinrichtung; Fakultät; Selbstkonzept; Wechselbeziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Entwicklung
Abstract	This study explored the ways in which faculty at a Research 1 university defined their identities as faculty members as well as how they describe the relationship between their engagement with students and the development of their identities. The reasons for the study were rooted in the fragmented and incomplete ways faculty identity has been approached in research and practice. Through this dissertation research, I explored faculty identity from a holistic approach that 1) was cross-disciplinary, meaning I considered identity from sociological and psychological perspectives, 2) considered all aspects of faculty work life and 3) examined faculty perceptions of the relationship between faculty-student engagement and their faculty identity. I conducted a qualitative research study drawing on methods from critical qualitative inquiry and narrative inquiry. The theoretical foundation for the study is grounded in Jurgen Habermas's theory of communicative action (1987) and George Herbert Mead's (1934/2015) theory of communication. Faculty participants discussed identity in ways that aligned with Vignoles et al.'s (2011) four levels of identity: relational, collective, individual or personal identity, and material identity. Two main findings from this study are that 1) faculty view their identities as multifaceted and often interconnected and 2) faculty engagement with students intersect with faculty identities. Key narratives included race as an imposed identity, resistance and persistence amidst marginalization, and advocacy for change. Study results indicate that considering faculty identity holistically could enable researchers and university administrators to gain a better understanding of faculty work lives and faculty themselves, leading to more informed support resources and changes in higher education policies, practices, and cultures as well as systemic changes to structures that negatively impact faculty, especially minoritized faculty. These changes could foster faculty growth, learning, belonging, wellbeing, and success as well as dismantle oppressive and inequitable structures, policies, and practices. Addressing oppressive and inequitable organizational and societal structures is long-term and challenging work. While that work is underway, additional resources are needed to support faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01