Early College Exposure to Non-Tenure-Track and Part-Time Faculty: Examining Effects on Socialization and Student Success in STEM

• In Event: The Role of Contingent and Part-Time Faculty in Student Learning

Abstract

This study examines how early exposure to non-tenure track and part-time faculty impact student socialization and educational outcomes, such as student persistence, degree completion, and change of major. For this, we use a nationally representative, longitudinal dataset (merging CIRP Freshman Survey, National Student Clearinghouse, and IPEDS data) and employ a multilevel model to estimate effects. The final analytical sample contained N=75,521 students in STEM attending n=460 four-year institutions. Preliminary results for two central institutional variables on faculty in STEM reveal significant influence in degree attainment. Estimations show that the ratio of full-time to part-time faculty positively impacts completion rates, whereas the ratio of full-time faculty in non-tenure track position is found to negatively impact six-year degree completion in STEM.

Authors

• Ray Franke, University of Massachusetts - Boston

• Katy van Kirk, University of Massachusetts - Boston