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Nursing and academic merit: is there a fit?
Rosanna DeMarco1, Barbara L Brush, Ann M Dylis
1School of Nursing, Boston College, Chestnut Hill, MA 02467, USA. rosanna.demarco@bc.edu
The Journal of Nursing Education
|December 29, 2004
Summary
This study examines how academic nursing faculty, predominantly White women, excel in their roles. It identifies why their contributions may be undervalued and proposes solutions to recognize their work.
Area of Science:
- Nursing Education
- Academic Workplaces
- Gender Studies
Background:
- Nursing faculty, predominantly White women, operate within academic settings.
- Existing frameworks may not fully capture the contributions of this demographic.
- Understanding workplace dynamics is crucial for faculty development.
Purpose of the Study:
- To conduct a gender-specific examination of nursing faculty's strengths in academic workplaces.
- To critique the recognition and valuation of their contributions.
- To propose actionable solutions for enhancing the appreciation of nursing faculty's work.
Main Methods:
- Qualitative analysis of academic workplace dynamics.
- Gender-specific critique of faculty roles and recognition.
- Exploration of existing literature on faculty valuation.
Main Results:
- Academic workplaces offer significant opportunities for nursing faculty to excel.
- Current recognition systems may overlook specific contributions due to gendered perspectives.
- There is a need for a more nuanced understanding of faculty performance.
Conclusions:
- Valuing the work of nursing faculty requires a gender-sensitive approach.
- Implementing targeted strategies can improve recognition and appreciation.
- Further research is needed to explore intersectional aspects of faculty experiences.