米国における教員採用と維持の階層と動態の定量化
K Hunter Wapman1, Sam Zhang2, Aaron Clauset3,4,5
1Department of Computer Science, University of Colorado Boulder, Boulder, CO, USA. hunter.wapman@colorado.edu.
Nature
|September 21, 2022
まとめ
少数の大学が米国の教員採用を主導し 学術キャリアにおける不平等を生み出しています 男女平等の進捗が遅いことは 教授職におけるシステム的な問題を強調している.
科学分野:
- 科学社会学
- 高等教育研究
- 学術人材分析
背景:
- 教授の採用と留守は 学術人材の構成や 教育成果や 研究の優先順位を決定します
- 雇用の動態は社会的な変化や 世代間の変化や 多様性イニシアチブを反映しています
研究 の 目的:
- 米国定職教員の学術的な雇用と博士課程教育 (2011-2020年) を分析する.
- 教員の生産,評判,留守,ジェンダーの不平等を定量化する.
- 学術的奨学金と労働力ダイナミクスを形成するプロセスを理解する.
主な方法:
- 博士号を授与する米国大学の定職教員の学術雇用データ分析.
- 博士課程の教育と10年間のキャリアの検討 (2011-2020年)
- 教員生産の定量化,脱落率,および各機関におけるジェンダーの代表.
主要な成果:
- 少数の大学が 大多数の教員を生み出し 権力と威信が集中していることを示しています
- 国際的に訓練された教員や博士課程の機関に雇用された教員では,脱退率が高く見られた.
- 女性の代表性の向上は 人口の流動性によるもので,必ずしも採用の改善によるものではなく,ジェンダー平等への進捗が遅いことを示唆している.
結論:
- アメリカの学術人材の構造と動態には大きな格差が残っている.
- 疲労パターンは,特に国際学者やアルマ・マターに残っている人にとって,教員保持の脆弱性を明らかにします.
- 最近の多様性の努力は,ほとんどの学問分野におけるジェンダー平等の達成に限られた長期的な影響を及ぼしていることを示唆しています.
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