1. Oregon State University School of Education Community College Leadership Program Delores E. McNair Major Professor Dr. Larry D. Roper March 22, 2002

2. Project Title Out from the Shadows: Women who Teach Part-time in Community Colleges

3. Purpose of the Study  The purpose of the study was to investigate the experiences of women who teach part-time in community colleges.  This qualitative analysis was designed to move behind quantitative statistics to reveal the range of part-time faculty, their aspirations, their experiences, and the impact of academic organizational structures.

4. Why Was This Important to Study?  Part-time faculty comprise 2/3 of the community college faculty.  The number of part-time faculty is expected to increase.  Nearly 50% of the part-time faculty are women.  Limited research available on part- time faculty in community colleges.

5. Questions Guiding Inquiry  How do women describe their experiences teaching part-time?  What issues do women who teach part- time encounter?  How do women perceive the impact of part-time teaching on their career?  How do women who teach part-time believe their working conditions & experiences could be improved/enhanced?

6. Literature Review The literature review focused on: 1. Part-time labor issues, trends, social impacts, and the nature of part-time employment in the U.S. 2. Women who work part-time in the U.S., their characteristics, and the impact of part-time employment on women. 3. Historical development of the social conditions/social structures related to the employment of part-time faculty in community colleges.

7. Study Design  Qualitative study  Semi-structured conversations  Stories from participants

8. Data Analysis  Data was analyzed by reviewing conversations for patterns, clustering of ideas, and points of convergence.  The patterns, idea clusters, and points of convergence were then grouped around the four questions guiding the study.

9. Findings  Those aspiring to full-time faculty positions closely identified with their role as faculty member: They saw themselves as full-time with multiple assignments.  Those who had chosen part-time teaching did not identify themselves as closely with their role as faculty.

10. Findings  The lack of on-going job security, limited access to college resources, & the need to teach at multiple campuses, impacted participants’ ability to form collegial relationships and provide on-going support to students – both of which they felt negatively impacted students’ learning environment.

11. Findings  All participants indicated they were treated as “less than” full-time faculty.  This manifested in the allocation of resources and office space, evaluation procedures, ability to participate in the academic community, representation, and compensation.  These disparities result in privileges extended to one group that are not extended to another based solely on their employment arrangement with the college.

12. Findings  Participants rely primarily on the department chair to understand & negotiate the college environment.  Teaching at more than one college limits discretionary time which can lead to further social isolation & increased stress.  Those teaching at only one campus found it possible to spend more time on campus if needed, but found that often meant performing duties not covered by their contract and/or were not compensated.

13. Findings  Part-time teaching experience was not perceived as advantageous when seeking full-time positions.  Professional development opportunities were accessible to full- and part-time faculty.

14. Implications for Practice  Structures that privilege one group over another result in silencing those without privilege.  Not all part-time faculty may be interested in greater engagement with the academic community. However, those who are, need opportunities to participate more fully.  Suggests the need to examine role of the department chair.

15. Implications for Practice  We need to broaden our notion of academic community: Reconceptualize roles and duties of part-time faculty.  Examine structures of privilege and their impact.  Plan for future faculty in consideration of institutional mission/goals.  “Take the pulse” of all faculty to determine needs.

16. Limitations  Number of participants.  Academic discipline.  Composition of the group.

17. Areas for Future Research  Expand the number of participants and the disciplines in which they teach.  Diversify composition of the group.  Use systems-approach to inquiry.  Develop a model to determine total cost of hiring part-time faculty.  Examine contributions of part-time faculty.

18. Out from the Shadows: Women who Teach Part-time in Community Colleges March 22, 2002