Contemporary studies that have looked at women faculty work have been mixed in their findings about the relationship between gender and job satisfaction. Interdisciplinary, qualitative measures of women faculty job satisfaction, within a context of rehabilitation science and social science constructs of occupation, are critical to understanding women faculty experiences. Set in the context of Kielhofner’s model of human occupation, this paper seeks to determine important aspects of women faculty work that have not been studied. These characteristics are women’s internal drive to act, the effect of habits and routines, and the physical skills needed to perform.
Six full-time women faculty from one western U.S. Carnegie VL2 institution of higher education were observed and interviewed in-depth over the course of one academic semester using ethnographic data collection techniques. Five of the women represent diverse academic divisions within the college and the sixth participant is a full-time online educator. The data were analyzed using content and domain analysis. The results indicate the women faculty value the act of teaching above all other academic activities and purposefully choose not to engage in leadership activities other than at the departmental level. The women make choices that are shaped predominantly by the volitional aspects of teaching students, rather than attaching meaning to their own habits, routines, and physical performance skills that would set them apart from other faculty.
|Keywords:||Occupational Science, Women, Gender, Faculty, Higher Education|
Associate Professor, Occupational Science and Occupational Therapy, Eastern Kentucky University, Lexington, Kentucky, USA
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