Women Academic Faculty Transitions to Retirement

• In Event: Mentoring Approaches That Disrupt Assumed Truths Among Women Leaders

Abstract

Purpose of the Study
Typically, the career of academic faculty can be followed by several key steps to transitions: first faculty position as an assistant professor, the endless work for securing tenure and promotion to the associate rank, a move to full professorship, and finally retirement. In general, the “steps” are accomplished through steady work and following the institution's faculty policies and procedures. However, the transition to retirement can be fraught with apprehension, questions, and confusion.
The authors are part of C-Y-F, a peer-mentoring network and have worked together for more than eleven years, to examine its members’ experiences in academia. This network has analyzed several aspects of our experiences within the group and explored how belonging to the group has assisted supported us in our individual negotiations through the academy (see Adams et al., 2016; Agosto et al., 2016; Bristol et al., 2014; De Four-Babb et al.,2015; Esnard et al., 2015; Thorsos et al., 2016; Unterreiner et al., 2015, Wu et al., 2016). As some begin to approach the milestone of retirement, we wonder what issues are challenging us, women faculty, as we consider retirement.
Cahill et al. (2019; 2021) call for more qualitative studies that explore narratives related to the retirement experiences of female academics, because the retirement experiences of women differ from those of men. This paper explores our insights, three women faculty, as we prepare to transition from a full-time career in higher education to retirement. Our experiences as women of Latina, Asian, and Afro-Caribbean backgrounds recognize how intersectionality impacts our lens and perspectives.
Theoretical Framework
Drawing from Borrero and Kruger’s work on identity and concepts of self-worth, the authors explore and expand on how women in academia perceive “parts of a self, composed of meanings” that persons attach to the multiple roles (2015). In addition, this paper will draw from Carastathis’ (2014) concept of intersectionality in feminist theory.
Methods and Sources of Data
Using qualitative methods, we examine how our identities as professional women are impacted by the experience of retirement (Borrero & Kruger, 2015, p. 323). The research question is: How do three C-F-Y women faculty ponder the notion of retirement in terms of their own occupational identity and life after academia? There will be two phases in the study. During phase one, that utilized an autoethnographic approach, each author wrote their reflection-based on their lived experiences and perceptions of how retirement will impact their sense of identity and self-worth. The authors captured insights and explored the different themes emerging from the reflections and discussions and literature review.
Findings and Scholarly Significance
Emergent themes from the ethnographies included academic identity, economic impact, relationships and ageism. Findings from this paper will provide a toolkit for other women in academia to better prepare for retirement. The paper provides insights from the perspectives of women faculty for those who are in the process of making the transition to retirement.

Authors

• Nilsa J. Thorsos, National University
  Presenting Author

• Joyanne B. De Four-Babb, University of Belize
  Presenting Author

• Anne L. Kern, University of Idaho
  Presenting Author