Date of Award

2005

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. James Vander Putten

Abstract

The academic labor market in humanities has suffered from severe imbalances for over 30 years. Consequently, many faculty hopefuls have had to alter their career aspirations to fit the limited employment options available to them (Finnegan, 1993). This qualitative study examined the career socialization of 19 senior humanities faculty, who as newly-minted PhD s at leading research universities sought full-time tenure- track positions during the hiring recession in higher ed u cation from 1972 to 1982. At the same time, public teaching-oriented universities in the Heartland began to capitalize on a buyer’s market for outstanding new faculty. After a highly competitive job search, members of the stud y cohort were hired by ten such institutions, located in seven states. Most felt fortunate, under the circumstances, for the only offer received. Through a retrospective approach, respondents to the study articulated how socialization and self-directed professionalization have influenced their adjustment to a distinct academic milieu. Data sources include an open -ended questionnaire, a demographic survey, and curriculum vitae. The conceptual framework, based on a review of the literature, illustrates the career trajectory of ten u re track humanities faculty over four normative stages: Doctoral Education, Job Market and Hiring, Early Career, and Middle to Later Career, plus a divergent “Holding Pattern” phase. The results chapters were structured on Blackburn and Lawrence’s (1995) theoretical framework of individual faculty characteristics. Descriptive statistics, quotes from respondents, and tabular displays help to identify variables that have sustained and constrained the respondents’ lengthy careers. For some individuals, low morale has stemmed from divestiture of research specialty, disagreement with administrators, perceived gender discrimination, or declining academic standard s. Most respondents, however, have achieved a high level of career vitality based on laten t role orientation (Gouldner, 1958). The “Locals” have thrived on teaching, service, program building, and other cam p u s-b a sed roles, while the “Cosmopolitan s” have pursued scholarship opportunities at the national or international level.

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