The Privilege of Low Pay: Informal Educators' Perspectives on Workforce Equity and Diversity

Autor/inn/en	Rende, Kathryn; Fromson, K.; Jones, M. G.; Ennes, M.
Titel	The Privilege of Low Pay: Informal Educators' Perspectives on Workforce Equity and Diversity
Quelle	In: Journal of Museum Education, 46 (2021) 4, S.430-440 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rende, Kathryn) ORCID (Jones, M. G.) ORCID (Ennes, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2021.1975484
Schlagwörter	Informal Education; Science Education; Museums; Teacher Attitudes; Career Pathways; Career Change; Labor Force; Compensation (Remuneration); Job Security; Diversity; Social Justice; Gender Bias; Motivation; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Museum; Museumswesen; Museen; Lehrerverhalten; Career changes; Berufswechsel; Labour force; Arbeitskraft; Erwerbsbevölkerung; Abfindung; Kompensation; Lohnausgleich; Arbeitsplatzsicherheit; Soziale Gerechtigkeit; Geschlechterstereotyp; psychologische; Motivation (psychologisch)
Abstract	Despite attempts to diversify the informal science education workforce, institutions like museums, zoos, and aquariums continue to be places of privilege where few can afford to make education a life-long career. This exploratory study examined informal science educators' perspectives on workforce equity, diversity, and professionalization. Through a nationwide survey and selective interviews, educators (n = 132) were asked about their career motivations and personal and professional challenges faced before and during the COVID-19 pandemic. Results show that 59% of informal science educators surveyed were considering academic or career changes, citing workplace practices and cultures that perpetuate overwork and underpay and that have contributed to the marginalization of educators who have been historically excluded from working in the field. Our goal is to amplify educators' voices and encourage reflection on how museums and other institutions have upheld oppressive structures that prevent goals of equity, diversity, and inclusion from being holistically achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01