Insider-Outsiders: Integration and Exclusion Experiences of Religious Nonadherent Faculty Members

Autor/in	Alleman, Nathan F.
Titel	Insider-Outsiders: Integration and Exclusion Experiences of Religious Nonadherent Faculty Members
Quelle	In: Christian Higher Education, 11 (2012) 4, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2011.559871
Schlagwörter	College Faculty; Adjunct Faculty; Faculty Workload; Minority Group Teachers; Disproportionate Representation; Classification; Higher Education; Social Status; School Culture; Church Related Colleges; Christianity; Educational Environment; Socialization; Educational Change; Social Change; Group Membership; Access to Information; Advantaged; Alienation; Cultural Isolation; Sharing Behavior; Acculturation; Departments; Interpersonal Competence; Emotional Intelligence; Social Capital; Faculty College Relationship + Suchen Sie Ihr Suchwort? Fakultät; Classification system; Klassifikation; Klassifikationssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Status; Schulkultur; Schulleben; Kirchliche Hochschule; Christentum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Socialisation; Sozialisation; Bildungsreform; Sozialer Wandel; Gruppenzugehörigkeit; Entfremdung; Akkulturation; Department; Abteilung; Interpersonale Kompetenz; Emotionale Intelligenz; Sozialkapital
Abstract	Over the past several decades, research on faculty work life has shed new light on inclusion and exclusion experiences of traditionally underrepresented groups, including racial and ethnic minorities, and contingent employment faculty. This study expands on this prior research by investigating a unique segment of faculty members: those whose marginal status is conferred upon them because they are not part of their employing institution's dominant religio-cultural tradition or affiliation. These insider-outsider faculty members are often unaware of the implications of this new status, which is added to the common challenges of socialization and integration. Through the narrative accounts of participants, this study identifies categories of inclusion and exclusion, highlights practices that welcome and alienate such faculty members, and explores the organizational and interpersonal implications of this complex element of faculty identity. (Contains 1 figure and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10