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Decomposing the differences in time allocation and research output between Latino and non-Latino White faculty

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Abstract

This study compares the time allocation and research output of Latino faculty relative to their non-Latino counterparts. We applied a single-equation and a two-equation method to decompose the differences in time allocation and research output between Latino and White faculty into the aggregate “explained” and “unexplained” portions. Results showed that Latino and White faculty allocate their time in similar ways among teaching, research and other activities. However, Latino faculty allocated more hours toward work activities without pay than did White faculty. Furthermore, the number of career publications, and presentations produced were similar for Latino and White faculty.

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Notes

  1. We also considered regression models that included variables for tenure status and years of seniority but opted to exclude them from the final analysis because the variables were highly correlated with the variables for rank and years of experience.

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Acknowledgements

We thank our graduate assistant, John Moore, for his assistance with creating variables that we used in an earlier version of this study.

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Authors and Affiliations

  1. Educational Leadership and Policy Studies, Indiana University, Bloomington, IN

    Sylvia Martinez

  2. Institute of Higher Education, University of Georgia, Athens, GA

    Robert K Toutkoushian

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Appendices

Appendix A

illustration

figure a

Appendix B

Multivariate analyses details

We began by specifying a multiple regression model of the form:

where Y=dependent variable of interest, X=set of institutional and personal factors thought to affect Y, β0=intercept, β k =effect of the k-th variable in X on Y, and ɛ=random error term. As noted in the text, we used eight different dependent variables in this study.

The single-equation method for measuring the unexplained gap in Y between Latino and White faculty is written as follows:

where J=1 if Latino faculty, 0 otherwise. The estimated coefficient for the variable J therefore represents the difference between Latino and White faculty in the dependent variable Y that cannot be attributed to differences between Latino and White faculty in the institutional and personal variables included in the model (X).

Several researchers have developed alternatives to the single-equation method that are generally referred to as “multiple-equation methods.” The Oaxaca (1973) and Blinder (1973) method begins with the estimation of separate regression models for White and Latino faculty members:

where α 0j to α Kj =coefficients to be estimated, u=random error term, and all else is defined as before. The Oaxaca/Blinder “two-equation method” can then be used to rewrite the mean difference in the outcome variables for Latino and White faculty as follows:

The first part of the right-hand side of equation (5) represents the explained gap, or the portion of the total gap that is owing to Latino and White faculty having different average values for the independent variables in X. The last part of the right-hand side of equation (5) is the unexplained gap. The unexplained gap can also be written in a more convenient form as follows:

where = average predicted value of the dependent variable for Latinos using the coefficients from the all-White sample. This unexplained gap is directly comparable to equation (2) when the dummy variable for race/ethnicity is coded 1 for Latino and 0 for White faculty. Because the estimated coefficients can differ between these two approaches, they can give rise to different estimates of the unexplained gaps between Latino and White faculty. Researchers therefore may opt to present findings from both methods as a test of the robustness of their findings to decisions regarding how to decompose the total gap.

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Martinez, S., Toutkoushian, R. Decomposing the differences in time allocation and research output between Latino and non-Latino White faculty. Lat Stud 12, 566–595 (2014). https://doi.org/10.1057/lst.2014.56

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