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Foreign-born women faculty work roles and productivity at research universities in the United States

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Abstract

Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point to further examine foreign-born women faculty socialization into faculty roles and their academic work culture.

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  1. Higher Education Leadership Program, Department of Rehabilitation, Human Resources and Communication Disorders, College of Education and Health Professions, University of Arkansas, 108 Graduate Education Building, Fayetteville, AR, 72701, USA

    Ketevan Mamiseishvili

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Mamiseishvili, K. Foreign-born women faculty work roles and productivity at research universities in the United States. High Educ 60, 139–156 (2010). https://doi.org/10.1007/s10734-009-9291-0

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