According to data from the U.S. Department of Education's "National Study of Postsecondary Faculty," analyzed by Kathleen Barker, PhD, there have been some significant shifts in psychology's PhD-level faculty between 1993 and 1998:
From 1993 to the fall of 1998, women's standard work increased 5.3 percent. The 65.1 percent of women in 1998 who were employed in standard or full-time tenure and tenure-track jobs more closely matches the standard employment rate of men in 1998 (67.8 percent) than in 1993.
The percentage of PhD-level female faculty working in regular part-time jobs declined from 22.4 percent to 8.7 percent, while women in temporary part-time jobs rose from 14.1 to 22.5 percent.
In 1998, ethnic and racial minorities made up about 12.5 percent of standard psychology faculty and 11.1 percent of nonstandard faculty. Although those numbers are similar to 1993 on the whole, there was one significant change: The number of Hispanic faculty in nontraditional roles grew by 24.3 percent. However, due to the relatively small numbers the data are based on, the trend should be interpreted cautiously, says Barker.
The 1998 data also provide a glimpse into part-timers' job quality:
46.2 percent of regular part-timers' faculty positions are their primary employment, compared with 14.6 percent of temporary part-timers.
67 percent of psychologists say they work part time because full-time work isn't available, and women are more likely to report that full-time work is unavailable than men.
Those with regular, part-time jobs work an average of 4.28 unpaid hours a week, compared with 1.88 for regular full time, .32 for temporary full time and 2.02 for temporary part time.
-- D. SMITH
Source: Dr. Kathleen Barker, Medgar Evers College of The City University of New York. Analysis based on data from the U.S. Department of Education, National Center for Education Statistics (1999, 2002). National Study of Postsecondary Faculty. (NSOPF-93, NSOPF-99). Washington, DC: Government Printing Office.
Note: Estimated percentages are from weighted samples of instructional faculty in the United States during the fall of 1992 and 1998. Analysis was limited to those with a doctorate in psychology and whose reported primary activity was teaching.
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