Divided Identity: Part-Time Faculty in Public Colleges and Universities

This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they per...

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Bibliographic Details
Published in:Review of higher education 2014-06, Vol.37 (4), p.531-557
Main Authors: Levin, John S, Hernandez, Virginia Montero
Format: Article
Language:English
Subjects:
Ambiguity (Context)
California
College Faculty
Community Colleges
Cultural Context
Departments
Employment
Employment Level
Faculty Promotion
Higher education
Job Satisfaction
Literature Reviews
Nontenured Faculty
Part Time Faculty
Personnel Selection
Population
Postsecondary Education
Professional Identity
Professional Recognition
Public Colleges
Research Universities
Self Concept
Semi Structured Interviews
Social Environment
State Universities
Status
Studies
Teachers
Tenure
Universities
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Description
Summary:This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their position in the classroom and their commitment to teaching. On the other hand, part-timers reflected the ambiguity of their professional status in the social and cultural context of their departments and institutions. The dynamics of either positive or negative self-perceptions as professionals were based on their personal stories, career stage, and career goals.
ISSN:0162-5748
1090-7009
1090-7009
DOI:10.1353/rhe.2014.0033