Contribution: This article explores issues of respect and inclusion among full-time non-tenure-track (NTT) electrical engineering faculty. Background: NTT faculty members are an important and growing part of electrical engineering programs in the USA. This article complements prior research on NTT faculty member career satisfaction and effectiveness, providing perspectives from the NTT faculty members themselves on their experiences with respect and inclusion. Research Question: The research question for this article is: How do NTT faculty members experience respect and inclusion in electrical engineering departmental cultures? Methodology: Using a qualitative design and semi-structured interview protocol, data were collected via 45-min interviews with 13 full-time NTT engineering faculty. The analysis used thematic coding. Findings: Most participants in this article work in departmental cultures that diminish their effectiveness. They are keenly aware of whether they feel respected and included in their department and these factors significantly affect their career satisfaction. Many of the participants have been specifically excluded from departmental discussion affecting their work, have suffered the effects of policies that are biased against them, and have been told directly or indirectly that their appointments are not valued by their administration or other faculty.