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Finding the Ideal Faculty: Intersections of Academic Identity and Institutional Expectations Pamela Eddy College of William and Mary & Amanda Moynihan Dublin Institute of Technology
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Background New Faculty Issues Narrative of constraint Graduate socialization Disconnect—preconceptions vs. reality Ideal worker
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Literature Graduate Socialization (Austin, 2003) Identity (Castells, 1997) Ideal Worker (Acker, 1990; Williams, 2000) Postmodern critical theory (Foucault, 1980, 1982; Huckaby, 2007)
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Methods Hermeneutic Phenomenology 12 new faculty in higher education (3 yrs or less) –3 African-Americans –2 Asian Pacific –7 White –7 women –5 men NiVivo coding
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Findings Expectations and Norms Pre-socialization Impact on New Identity Construction Creation of Academic Identity: Demand/Response Bucking the System—Different Means/Different Ends
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Expectations and Norms Created based on assumptions Advantage of studying higher education Diverted pathways from administration Gender differences
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Pre-socialization Impact on New Identity Construction Research demands vs. Teaching Ideal position=Research university Grooming for faculty Race/Gender norms Balanced family-work life
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Creation of Academic Identity: Demand/Response Initial adjustment Norms of overwork Lack of role models Dashed expectations Fitting in
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Bucking the System—Different Means/Different Ends Working within the system Pushing back –Guilt –Choices Being different Saying no
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Discussion Power differentials/structural issues Pressures on new faculty Modern expectations vs. post modern realities Resistance through practices of self Gender/race differences
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Conclusions Expectations of faculty work begin before graduate school Commodification and expansion of faculty work Resistance carries risks Need to socialize broad range of faculty work I want to be valued and appreciated.
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