Does Family Life Influence the Use of Effective Teaching Practices? Evidence From the 2004 NSOPF (National Study of Postsecondary Faculty)

• In Event: Moms and Dads in the Academy

Abstract

Existing studies on family-work conflict among higher education faculty focus exclusively on research or research-related outcomes. Our focus here is on teaching practices and how marriage and parenthood combined with gender influence such practices. We test our hypotheses with data from the 2004 National Study of Postsecondary Faculty and the use of hierarchical linear regression models. The results show family and work lives do not always conflict, given that some of the most involved and time-consuming family statuses are associated with the use of more effective teaching practices. The results further show that there are significant gender differences in the way that family life influences teaching behaviors. The patterns, though, are not always in the way that was predicted.

Authors

• Carrie B. Myers, Montana State University

• Scott M. Myers, Montana State University