Is Believing Enough? Examining the Relationships Between Faculty Beliefs and Faculty Habits of Mind Practices

• In Event: Understanding Faculty Beliefs and Responsibilities Across the Disciplines

Abstract

This study aims to fill the literature gap surrounding faculty habits of mind, with a focus on examining differences that exist within gender, race/ethnicity, academic rank, and discipline. Adopting a conceptual framework grounded in the Sociocultural Model of Embedded Belief Systems and Herzberg’s Motivation-Hygiene Theory, this study uses regression and factor analysis to analyze data from the 2013-2014 Higher Education Research Institute Faculty Survey. Findings suggest that underrepresented and/or undersupported faculty have higher average habits of mind scores. Implications for practice and research include the development of formal mentorship opportunities and programs to integrate habits of mind more closely with classroom practices, as well as using multilevel models to highlight variance within specific STEM departments and demographic groups.

Authors

• Chantra Nhien, University of California - Los Angeles

• Catherine Choe, University of California - Los Angeles