A Narrative Inquiry: Identifying Self-Belonging for Adjunct Faculty in a Community College

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      114
    • Education Level:
      Higher Education
      Postsecondary Education
      Two Year Colleges
    • Subject Terms:
      Personal Narratives; Inquiry; Sense of Community; Adjunct Faculty; Community Colleges; Teacher Attitudes; Rural Schools; Inclusion; Recruitment; Teacher Orientation; Mentors; Employment Opportunities; Cooperation; Wages; Professional Recognition
    • Subject Terms:
      Idaho
    • ISBN:
      979-83-8194-649-9
    • Abstract:
      Adjunct faculty are important to academe and have been part of community colleges since the early 20th century, providing community colleges flexibility with student enrollment by filling instruction needs while keeping salaries manageable. Rural community college adjunct faculty bring industry expertise and many other positives to their work. This qualitative study used the narrative inquiry research approach to conduct interviews with 13 adjunct faculty on a rural community college campus in Idaho. The purpose of this study was to better understand (a) adjunct faculty experiences at a rural community college in Idaho and (b) how these experiences impacted their sense of belonging. The study used Strayhorn's sense of belonging model by researching if the adjunct faculty interviewed experienced a sense of belonging on their rural college campus. To enhance inclusion of adjunct faculty on a community college campus, the following recommendations for practice were proposed: (a) enhance recruitment, (b) create robust orientation programs, (c) offer mentoring, (d) develop an adjunct liaison position, (e) increase collaboration and engagement, (f) make changes in pay structure, and (g) add recognition programs for adjunct faculty. The adjunct faculty in this study loved teaching and enjoyed being around students. Regardless of what negative experiences they experienced, the faculty were not deterred from doing what many of them were so passionate about. Any perceived lack of recognition from the institution did not affect their commitments to teaching, as recognition from students was their reward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED649145