In the contemporary academy, scholars are expected to deliver highly measurable outcomes in order to build positive reputations for themselves and their institutions. The disclosure of any form of disability, within academe's predominantly ableist culture, risks raising concerns about a faculty member's professional competence to achieve expected…

The existing discourse highlighting Black faculty experiences in the classroom are largely hidden among studies that center the experiences of Faculty of Color who teach courses about race, gender, and/or diversity, regardless of their faculty status. And, even fewer of those studies unpack how their pedagogical approaches further complicate the…

The purpose of this quantitative study was to compare the stress, strain, and coping levels between pretenured faculty and recently tenured faculty in institutions of higher education in Northeast Tennessee. Aging faculty population combined with talented people leaving the area is common in rural parts of the United States. There is a need to…

This review of several studies on perceptions of new, untenured college faculty identifies major stresses including not enough time; inadequate feedback and recognition; unrealistic expectations; lack of collegiality; and difficulty in balancing work and life outside of work. Ten coping strategies (such as setting priorities) are also identified.…

A study at the University of Missouri-Columbia investigated the stress factors and coping mechanisms among 196 faculty members in 16 departments. The study was undertaken during a period of low faculty salaries in comparison with similar institutions, characterized as moderate to severe financial decline. During the middle of the fall semester of…