This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N ...= 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level.
This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N ...= 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level.
Background
Asian American experiences have been largely ignored in the engineering education research literature. Asian Americans are often considered as a homogenous group, despite including over 40 ...different ethnic subgroups who speak over 300 languages. The immigrant trajectories, cultural experiences, and college completion rates of Asian Americans also vary.
Purpose
This study compares classroom engagement of Asian American subgroups whose members are undergraduate engineering majors, and next examines the relationship between classroom engagement and grade point averages across subgroups.
Design/Method
Survey responses from Asian Americans in undergraduate engineering programs at nine campuses in a public research university system were analyzed using quantitative methods to test for measurement invariance in terms of classroom engagement. The classroom engagement was correlated with grade point average, after controlling for prior achievement and student demographics.
Results
There was evidence of measurement invariance of classroom engagement across Asian American subgroups. Classroom engagement was higher for the East Indian/Pakistani subgroup than the Chinese, Filipino, and Thai subgroups. There was also evidence that classroom engagement was significantly related to grade point average. However, the low effect sizes suggest that these items may not adequately capture classroom engagement.
Conclusions
Disaggregating data by subgroups provides important information regarding student classroom engagement and academic outcomes. Our findings can inform policies and approaches to ensure that all racial/ethnic groups benefit from classroom activities.
Despite some research to the contrary, many hold the "model minority" stereotype that Asian American youth are civically unengaged. To highlight their diverse experiences, we examined profiles of ...civic engagement in 3,556 Asian American students from the 2008 University of California Undergraduate Experience Survey. Using 7 indicators of political and community participation, latent class analysis revealed 3 subgroups: Highly Involved (11%), Voting Involved (57%), and Uninvolved (32%). Compared to Chinese Americans, Filipino and East Indian/Pakistani American students were most likely to be Voting Involved. First-generation immigrants were least represented, and students with more educated parents most represented, in the Voting Involved group. Campus experiences including climate of respect, freedom of expression, academic engagement, cultural identity development, and religious participation were uniquely associated with civic engagement typologies. Findings advance research on heterogeneity among Asian American youth and offer implications for colleges and universities that aim to promote civic development among Asian American students.
Prosocial behavior in the professoriate Victorino, Christine; Nylund-Gibson, Karen; Conley, Sharon
International journal of educational management,
01/2018, Letnik:
32, Številka:
5
Journal Article
Recenzirano
Purpose
The purpose of this paper is to focus on the relationship between college and university faculty collegiality, conceptualized as a set of prosocial behaviors, and job satisfaction.
...Design/methodology/approach
A multi-level structural equation model was developed to examine the relationship between faculty collegiality and job satisfaction at the individual and institutional levels, the effects of gender and race/ethnicity, the effect of institutional type (i.e. research universities vs non-research universities), and whether institutional-level perceptions of faculty collegiality and job satisfaction influence perceptions of faculty collegiality and job satisfaction at the individual level.
Findings
Faculty collegiality was highly and significantly related to job satisfaction at the individual level (0.86) and at the institutional level (0.93). At the individual level, pretenured women faculty and faculty of color indicated significantly lower levels of collegiality. At the institutional level, pretenured faculty interactions with tenured faculty colleagues were positively and significantly related to individual-level perceptions of faculty collegiality.
Research limitations/implications
Study limitations include self-report data that were dependent upon accurate responses from faculty participants, and cross-sectional data. Future analyses could extend study findings by examining the influence of faculty collegiality upon such outcomes as faculty productivity and retention in future multi-level analyses.
Practical implications
It is recommended that interventions be undertaken to embed prosocial behaviors into faculty research, teaching, and service activities, and to foster relationships between pretenured and tenured faculty members.
Originality/value
This paper underscores the importance of collecting nationally representative faculty data and conducting rigorous multi-level analyses to inform higher education policy and practice.
This study built upon research examining the effects of diversity in STEM (science, technology, engineering, and mathematics) fields and higher education by investigating the relationship between ...student perceptions of campus diversity and classroom engagement for first- and second-year Latinx and White students at two structurally diverse institutions. Findings suggested that perceptions of campus climate have a positive and significant relationship with classroom engagement—which is an important indicator of overall grade point average.
Prosocial behavior in the professoriate Victorino, Christine; Nylund-Gibson, Karen; Conley, Sharon
International journal of educational management,
07/2018, Letnik:
32, Številka:
5
Journal Article
Recenzirano
Purpose
The purpose of this paper is to focus on the relationship between college and university faculty collegiality, conceptualized as a set of prosocial behaviors, and job satisfaction.
...Design/methodology/approach
A multi-level structural equation model was developed to examine the relationship between faculty collegiality and job satisfaction at the individual and institutional levels, the effects of gender and race/ethnicity, the effect of institutional type (i.e. research universities vs non-research universities), and whether institutional-level perceptions of faculty collegiality and job satisfaction influence perceptions of faculty collegiality and job satisfaction at the individual level.
Findings
Faculty collegiality was highly and significantly related to job satisfaction at the individual level (0.86) and at the institutional level (0.93). At the individual level, pretenured women faculty and faculty of color indicated significantly lower levels of collegiality. At the institutional level, pretenured faculty interactions with tenured faculty colleagues were positively and significantly related to individual-level perceptions of faculty collegiality.
Research limitations/implications
Study limitations include self-report data that were dependent upon accurate responses from faculty participants, and cross-sectional data. Future analyses could extend study findings by examining the influence of faculty collegiality upon such outcomes as faculty productivity and retention in future multi-level analyses.
Practical implications
It is recommended that interventions be undertaken to embed prosocial behaviors into faculty research, teaching, and service activities, and to foster relationships between pretenured and tenured faculty members.
Originality/value
This paper underscores the importance of collecting nationally representative faculty data and conducting rigorous multi-level analyses to inform higher education policy and practice.
Describing how much and what type(s) of change are evident in civic engagement across adolescence is a fundamental starting point for advancing developmental theory in the civic domain. Using five ...annual waves of data from a large national U.S. sample spanning 8th-12th grades, our study describes civic engagement typologies and transitions in and out of typologies across adolescence. Four distinct civic typologies were identified across indicators of civic values, behaviors, and future expectations. Two-thirds of youth demonstrated ipsative continuity, i.e., within-class stability over time. Transitions indicated gradual stepwise change in both upward and downward directions and thus provided only modest support for age-related gains. Our study has the potential to spur theoretical progress regarding civic development by documenting developmental change as a series of transitions that vary across people. Results help to clarify the diverse civic pathways that youth experience across adolescence.
In response to current discourse surrounding faculty accountability and diversity, this dissertation describes three separate studies of faculty satisfaction, productivity, and collegiality in higher ...education. Using national faculty data, the studies employed advanced quantitative methods including structural equation modeling, multi-level models, and latent class analysis to analyze and interpret faculty data at four-year colleges and universities. The three studies also examined differences by gender, race/ethnicity, tenure status, and institutional type. The first study revealed a strong, positive, and highly significant relationship between campus racial climate and faculty satisfaction at the individual level of analysis, regardless of gender, race/ethnicity, and tenure status. Further, women and racial/ethnic minority held significantly more negative perceptions of campus racial climate at the individual level. Campus faculty attitudes regarding campus racial climate and faculty satisfaction at the institutional level were positively related to faculty perceptions at the individual level. The second study empirically identified five distinct classes of faculty productivity, with respect to gender, race, institutional type, and levels of faculty satisfaction. The classes revealed complex patterns of teaching and research productivity and were labeled as follows: Research-Focused Faculty, Balanced Faculty, Teaching-Focused Faculty, High Teaching with Moderate Research Faculty, and Developing Research Faculty (listed in order of highest to lowest mean levels of faculty satisfaction). White and male faculty were more likely to be represented in the Research-Focused Faculty Class, and non-White faculty were more likely to be represented in the Developing Research Faculty class. Female faculty were also more likely to be represented in the Balanced Faculty and Teaching-Focused Faculty classes. The third and final study examined the relationships among faculty collegiality, job satisfaction, and turnover intentions. Significant findings indicated that faculty collegiality was strongly and positively related to job satisfaction, and negatively related to turnover intentions, regardless of gender and race/ethnicity. Women faculty and faculty of color indicated lower levels of collegiality, and faculty of color reported lower job satisfaction and higher turnover intentions.
