Attraction and Retention of Females and Minorities in Christian Higher Education

Autor/in	Absher, Beverly M.
Titel	Attraction and Retention of Females and Minorities in Christian Higher Education
Quelle	In: Journal of Research on Christian Education, 18 (2009) 2, S.160-189 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-6219
Schlagwörter	Higher Education; Females; Job Satisfaction; Teacher Recruitment; College Faculty; Women Faculty; Teacher Persistence; Christianity; Church Related Colleges; Work Environment; Job Security; Minority Group Teachers; Teacher Attitudes; Teacher Employment Benefits; Teaching Conditions; Tenure; Career Choice; Teacher Salaries; Collegiality + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Weibliches Geschlecht; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerrekrutierung; Fakultät; Frauenakademie; Weibliche Gelehrte; Christentum; Kirchliche Hochschule; Arbeitsmilieu; Arbeitsplatzsicherheit; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Amtszeit; Beschäftigungsdauer; Lehrerbesoldung; Lehrervergütung; Kollegialität
Abstract	Of all full-time faculty members in the United States, approximately 75% are White males, and the gap in the percentage of tenured men compared with the percentage of tenured women has not changed in 30 years (Trower & Chait, 2002). A number of studies have been conducted over the past 5 decades examining the factors influencing the recruitment and retention of faculty members; however, little research has been done to determine factors influencing recruitment and retention in Christian higher education, particularly as it pertains to females and minorities. Findings from this study of 102 Christian institutions of higher education indicate that the three areas most important in determining female and minority job satisfaction are (a) flexibility, (b) security, and (c) environment. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10