Abstract
Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank. Using a national sample of associate professors at four-year colleges and universities (n = 4,871), we sought to understand how the relationships between satisfaction and promotion clarity vary across stages in the associate professor career, and how women and BIPOC faculty experienced promotion clarity differently. By conceptualizing time spent in the associate rank using a lifespan approach, we found that women had less promotion clarity than men throughout each stage of the associate career, and the intersection between being a woman and a BIPOC faculty member is linked with having less promotion clarity at the middle stages of the associate career in particular.
Similar content being viewed by others
Data Availability
Not applicable.
Code availability
Not applicable.
References
Agresti, A. (2007). Building and applying logistic regression models. In A. Agresti (Ed.), An introduction to categorical data analysis (2nd ed., pp. 211–266). Wiley.
Austin, A. (2010). Supporting faculty members across their careers. In K. J. Gillespie (Ed.), A guide to faculty development (2nd ed.). Jossey-Bass.
Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L. (2017). Gender differences in accepting and receiving requests for tasks with low promotability. American Economic Review, 107(3), 714–747.
Baker, V. L. (2020). Charting your path to full: A guide for women associate professors. Rutgers University Press.
Baker, V. L., Lunsford, L. G., Neisler, G., & Pifer, M. J. (Eds.). (2019). Success after tenure: Supporting faculty in mid-career. Stylus.
Baldwin, R. G., & Blackburn, R. T. (1981). The academic career as a developmental process: Implications for higher education. Journal of Higher Education, 52(6), 598–614.
Baldwin, R. G., & Chang, D. A. (2006). Reinforcing our “keystone” faculty. Liberal Education, 92(4), 28–35.
Baldwin, R. G., DeZure, D., Shaw, A., & Moretto, K. (2008). Mapping the terrain of mid-career faculty at a research university: Implications for faculty and academic leaders. Change: The Magazine of Higher Learning, 40(5), 46–55.
Baldwin, R. G., Lunceford, C. J., & Vanderlinden, K. E. (2005). Faculty in the middle years: Illuminating an overlooked phase of academic life. Review of Higher Education, 29(2), 97–118.
Baldwin, R., Ward, K., & Wolf-Wendel, L. (2017). The academic career revisited: Implications for faculty socialization and development. Paper presented at the Annual Meeting of the Association for the Study of Higher Education (ASHE), Dallas, TX, November 2017.
Berheide, C. W., Watanabe, M., Falci, C., Borland, E., Bates, D. C., & Anderson-Hanley, C. (2020). Gender, type of higher education institution, and faculty work-life integration in the United States. Community, Work & Family, 1–20.
Chambers, C. R., & Freeman, S., Jr. (2020). To be young, gifted, and black: The relationship between age and race in earning full professorships. The Review of Higher Education, 43(3), 811–836.
Clark, B. R. (1987). The academic life: Small worlds, different worlds. Carnegie Foundation.
Creswell, J. W., & Creswell, J. D. (2017). Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Croom, N. (2017). Promotion beyond tenure: Unpacking racism and sexism in the experiences of Black womyn professors. Review of Higher Education, 40(4), 557–583.
Denson, N., & Szelényi, K. (2020). Faculty perceptions of work-life balance: the role of marital/relationship and family status. Higher Education, 1–18.
Dever, C., & Justice, G. (2021). How to avoid the associate-professor trap: It’s time for a wholesale reimagining of faculty careers. Chronicle of Higher Education, February 3, 2021.
Dow, N. (2014). Terminal associate professors, past and present. The Chronicle of Higher Education. http://www.chronicle.com/article/Terminal-AssociateProfessors/145537. Accessed 15 Oct 2020.
El-Alayli, A., Hansen-Brown, A. A., & Ceynar, M. (2018). Dancing backwards in high heels: Female professors experience more work demands and special favor requests, particularly from academically entitled students. Sex Roles, 79(3), 136–150.
Erikson, E. H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1–171.
Fox, M. F. (2015). Gender and clarity of evaluation among academic scientists in research universities. Science, Technology, & Human Values, 40(4), 487–515.
Gardner, S. K., & Blackstone, A. (2013). “Putting in your time”: Faculty experiences in the process of promotion to professor. Innovative Higher Education, 38(5), 411–425.
Graham, C., & McGarry, J. (2019). Career advancement experiences of mid-career women Faculty and those across African, Latinx, Asian, and Native American diasporas. In Mid-Career Faculty (pp. 61–85). Brill Sense.
Griffin, K. A., Bennett, J. C., & Harris, J. (2013). Marginalizing merit? Gender differences in black faculty discourses on tenure, advancement and professional success. Review of Higher Education, 36(4), 489–512.
Guarino, C. M., & Borden, V. M. (2017). Faculty service loads and gender: Are women taking care of the academic family? Research in Higher Education, 58(6), 672–694.
Hagedorn, L. S. (1996). Wage equity and female faculty job satisfaction: The role of wage differentials in a job satisfaction causal model. Research in Higher Education, 37(5), 569–598.
Hagedorn, L. S. (1998). Implications to postsecondary faculty of alternative calculation methods of gender-based wage differentials. Research in Higher Education, 39(2), 143–162.
Hagedorn, L. S. (2000). Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New Directions for Institutional Research, 105, 5–20.
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). Wiley.
Kelly, B. T., McCann, K., & Porter, K. (2018). White women’s faculty socialization: Persisting within and against a gendered tenure system. The Review of Higher Education, 41(4), 523–547.
Kulp, A. M., Wolf-Wendel, L. E., & Smith, D. G. (2019). The possibility of promotion: How race and gender predict promotion clarity for associate professors. Teachers College Record, 121(5).
Mason, M. A., Wolfinger, N. H., & Goulden, M. (2013). Do babies matter?: Gender and family in the ivory tower. Rutgers University Press.
Mathews, K. R. (2014). Perspectives on mid career faculty and advice for supporting them. White Paper, COACHE, Harvard Graduate School of Education.
McDowell, J. M., Singell, L. D., Jr., & Ziliak, J. P. (2001). Gender and promotion in the economics profession. ILR Review, 54(2), 224–244.
Misra, J., Lundquist, J. H., & Templer, A. (2012). Gender, work time and care responsibilities among faculty. Sociological Forum, 27(2), 300–323.
Misra, J., Lundquist, J. H., Holmes, E., & Agiomavritis, S. (2011). The ivory ceiling of service work. Academe, 97(1), 22–26.
Mitchell, S. M., & Hesli, V. L. (2013). Women don’t ask? Women don’t say no? Bargaining and service in the Political Science profession. PS: Political Science and Politics, 46(2), 355–369.
Modern Language Association (MLA). (2009). Standing still: The Associate Professor Survey report of the Committee on the Status of Women in the Profession (B10 MLA 2009 VF). MLA.
Moody, J. A. (2004). Faculty diversity: Problems and solutions. Routledge/Falmer.
National Center for Education Statistics (NCES). (2020). Characteristics of postsecondary faculty. Retrieved April 20, 2020, from https://nces.ed.gov/programs/coe/pdf/coe_csc.pdf. U.S. Department of Education, Institute of Education Sciences.
Niemann, Y. F. (2011). 16: Diffusing the impact of tokenism on faculty of color. To Improve the Academy, 30(1), 216–229.
O'Meara, K., Kuvaeva, A., Nyunt, G., Jackson, R., & Waugaman, C. (2017). Constrained choices: A view of campus service inequality from annual faculty reports. The Journal of Higher Education, 1–29.
O’Meara, K. A., Terosky, A. L., & Neumann, A. (2008). Faculty careers and work lives: A professional growth perspective. ASHE Higher Education Report, 34(3), 1–122.
Pastore, D. (2013). Faculty perspectives on Baldwin and Chang’s Mid-Career Faculty Development Model. The Journal of Faculty Development, 27(2), 25–32.
Perna, L. W. (2001). Sex and race differences in faculty tenure and promotion. Research in Higher Education, 42(5), 541–567.
Porter, S. R. (2007). A closer look at faculty service: What affects service on committees. Journal of Higher Education, 78(5), 523–541.
Rabinowitz, P. (2021). The associate professor trap: Moving up the ladder means dealing with endless bureaucracy. For many, it’s not worth it. Chronicle of Higher Education, January, 27, 2021.
Smith, D. G. (2015). Diversity’s promise for higher education: Making it work. Johns Hopkins University Press.
Solorzano, D. G. (2018). Why racial aggressions matter. In L. Perna (Ed.), Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship. Johns Hopkins University Press.
Ward, K., & Wolf-Wendel, L. (2012). Academic motherhood: How faculty manage work and family. Rutgers University Press.
Ward, K., & Wolf-Wendel, L. (2016). Academic motherhood: Mid-career perspectives and the ideal worker norm. New Directions for Higher Education, 176, 11–23.
Williams, A. J. (2016). The uncertain path to full professor: Vague criteria may signal to some faculty members that promotion to the top is out of their reach. The Chronicle of Higher Education. http://www.chronicle.com/article/The-Uncertain-Pathto-Full/235304. Accessed 15 Oct 2020.
Acknowledgements
We acknowledge Harvard University, The Collaborative on Academic Careers in Higher Education, Harvard Graduate School of Education as the source of the data used in this publication:
Mathews, K., Benson, R. T., Trower, C., Azubuike, N. O. & Kumar, A. (2019). The Collaborative on Academic Careers in Higher Education: Faculty Job Satisfaction Survey, 2011-2019 (Research version) [data file and codebook]. Cambridge, MA: Harvard University.
Author information
Authors and Affiliations
Contributions
Not applicable.
Corresponding author
Ethics declarations
Ethics Approval
This project was reviewed on behalf of the University of North Florida Institutional Review Board and was declared “not research involving human subjects” based on the definitions provided in the U.S. Department of Health and Human Services Code of Federal Regulations found at 45 CFR 46.102. As such, this project qualified for a Waiver of IRB Review.
Conflict of Interest
The authors have no conflicts of interest to declare that are relevant to the content of this article.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Kulp, A.M., Pascale, A.B. & Wolf-Wendel, L. Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innov High Educ 47, 73–94 (2022). https://doi.org/10.1007/s10755-021-09565-7
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-021-09565-7