Factors That Contribute to Inclusion and Exclusion Among Contingent Faculty (Poster 33)

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Recent Research on Faculty Teaching, Evaluation, and Development

Abstract

Ccademic institutions across the United States are confronting structural racism in their policies and pedagogies, a core feature of which pertains to equitable treatment of contingent faculty. Extant literature on contingent faculty highlights a plethora of inequities adjuncts face in their institutions that contribute to their working conditions. Missing from prior literature is an examination of other forms of marginalization that characterize structural inequities for contingent faculty. Thirty contingent faculty took part in a semi-structured interview. Contingent faculty experienced exclusion and inclusion in their departments: a) Working conditions; b) Subordinate status within department; c) Discrimination; d) Access to resources; and e) Departmental climate. We discuss the implications those experience have for institutional policies.

Authors

• Yana Kuchirko, Brooklyn College - CUNY

• Diane Cardenas Elliott, Kutztown University of Pennsylvania

• Kadidja Diallo, NYC Department of Youth and Community Development