A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education

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dc.contributor.advisor Mulvihill, Thalia M., 1963- en_US
dc.contributor.author Helvie-Mason, Lora B. en_US
dc.coverage.spatial n-us--- en_US
dc.date.accessioned 2011-06-03T19:26:37Z
dc.date.available 2011-06-03T19:26:37Z
dc.date.created 2007 en_US
dc.date.issued 2007
dc.identifier LD2489.Z64 2007 .H45 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176717
dc.description.abstract The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years. en_US
dc.description.sponsorship Department of Educational Studies
dc.format.extent ix, 236 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Universities and colleges -- United States -- Sociological aspects. en_US
dc.subject.lcsh Women college teachers -- United States -- Attitudes. en_US
dc.subject.lcsh Women -- Socialization -- United States. en_US
dc.subject.lcsh College teachers -- Tenure -- United States. en_US
dc.title A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1369917 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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