Understanding the work lives of faculty of color: Job satisfaction, perception of climate, and intention to leave.

This study addresses work life differences between African American, Latino, and White faculty members in doctoral institutions in relation to faculty employment turnover. I focused on three particular work life experiences: job satisfaction, perception of climate of equity for faculty of color, and intention to leave academia, using the Department of Education 1999 National Study of Postsecondary Faculty data. Three sets of hierarchical linear models were used to examine the African American and Latino gap in work life outcomes. Results indicate, controlling for individual and institutional factors, Latino faculty were less satisfied than White faculty with their overall job duties; however, African American faculty were not significantly different from their White counterparts. African American and Latino faculty members compared to White faculty members were less likely to agree that the institutional climate was fair for faculty of color. In addition, Latino faculty members were more likely to intend to leave academia than White faculty members. Further findings indicate that, at the individual level, controlling for other covariates, faculty members below the rank of full professor with tenure were less satisfied and more likely to leave academia. In addition, female faculty were less satisfied and perceived an unfair institutional climate for faculty of color. At the institutional level, faculty from public (compared to private institutions) were less likely to agree that the institutional climate is fair for faculty of color. Faculty in institutions with lower admissions selectivity were more likely to leave academia compared to those from institutions with higher admission selectivity. This study highlights that work life experiences differ in doctoral institutions within groups of faculty of color. Specifically, institutions should develop retention policies specific to faculty racial/ethnic groups. Since rank and tenure status were significant for job satisfaction and intention to leave, institutions need to improve tenure and promotion policies with clear expectations and improved communications with faculty members. Finally, institutions need to improve the institutional climate for faculty of color and female faculty through improved faculty socialization and mentoring with full professors.PhDBlack studiesEducationEthnic studiesHigher educationOccupational psychologyPsychologySocial SciencesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/125195/2/3186734.pd