Job Satisfaction Factors Influencing Mentorship of Faculty in Academia by Minerva Rosario Blanco Brauss A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 8, 2016 Keywords: STEM and Non-STEM Faculty, Job Satisfaction/Fulfillment, Job Importance, Mentoring, and Tenure and On-Tenure Track Faculty Copyright 2016 by Minerva Rosario Blanco Brauss Approved by James Witte, Chair, Professor of Educational Foundations, Leadership & Technology Jose Llanes, Co-Chair, Professor of Educational Foundations, Leadership & Technology Fran Kochan, Professor of Educational Foundations, Leadership & Technology i ABSTRACT Faculty have the role of educators, researchers, community service advocates, and mentors to name a few. The recruitment and promotion of a diverse faculty is critical for higher education. Mentoring has been identified as a significant element in addressing the underrepresentation of women and minorities (Kosoko-Lasaki, Sonnino, & Voytko, 2006). Bilimoria et al (2006) showed that there is a significant difference by gender on effective institutional leadership, institutional mentoring, internal relational support and academic job satisfaction. Using data from “The Collaborative on Academic Careers in Higher Education” (COACHE) 2011 survey, this study focuses on faculty job satisfaction/fulfillment, job importance and mentoring. This study provides a window to faculty’s job satisfaction/fulfillment and the importance of these factors, as it is distributed by gender and discipline. The study looks at the act of faculty mentoring of younger faculty and provides data on factors influencing the mentoring activity by type of discipline and faculty status. ii ACKNOWLEDGEMENTS I would like to start by thanking God for giving me the opportunity to further my graduate studies and for always being beside me throughout this path. To my dear husband, Keith Daniel Brauss, who has always believed and supported me in this endeavor. Being my partner in this relationship has given me the opportunity to be curious, determined, assertive, and aware that all things are possible through perseverance. That is, to try harder even when you feel all doors are closing on you. To our baby girl, Eliana Rose Brauss, tu eres mi luz en la vida. I am so blessed and honoured to be your mom. Thank you for being part of this journey with me. To my committee members, Dr. Jose Llanes, Dr. James Witte, and Dr. Fran Kochan, thank you for believing in me and supporting me throughout my career as a graduate student in the College of Education at Auburn University. Thank you for the time you all took to see me through this endeavor. To Dr. Donald Mulvaney, thank you for supporting me as the outside reader for this study. To my Co-Advisor, Dr. Jose Llanes, thank you for your support and guidance. To Dr. Fran Kochan, thank you for assisting and guiding me to have a solid and well-established dissertation. Thank you for believing in me. Dr. James Witte, thank you so much for assisting and guiding me throughout the formation, building and final stages of the dissertation. The reassurance and calmness you showed when I was nervous and anxious helped me go through my writing and believing it is possible. And, I could not thank you enough for the times us iii students cheerfully spoke with you in Spanish, Maya and English. I am proud to call my committee members my mentors. To both my parents Matilde G. Castillo and Sotero Blanco, who together are my rock in pursuing my education. Both gave me the skills, values and determination to aim higher. Dad, it has always been you who guided me through times when I thought that there was no other way. And you would say, there is always a solution to a problem. Mom, you are my foundation and couldn’t make the end of this process without you being here with us. You have thought me to be fair, compassionate, loving, and always thinking one, two, three steps ahead. Thank you both for being part of this journey with me. To my dear Tatito (Felipe Ines Blanco) and Chichi (Narcisa Blanco), you both have been there for me since I was a baby. The knowledge you both passed and the times you both spent with me gave me the start of a dream that was possible. There have always been special angels in my life. Dr. Kathleen Tajeu, Dr. Toni Alexander, Dr. Barbara Baker, Ms. Maggie Zuniga, and Ms. Susan Brauss (mother-in- law) have in many ways provided me with the opportunity to see me succeed. Dr. Tajeu, words can’t describe how humbled and thankful I am for opening your warm home to my family and I especially when we needed it the most. Thank you for your kind words and wisdom. To Dr. Toni Alexander, thank you so much for the blessing your family bestowed on us with our little one. Thank you for your wise words and experiences concerning family, education and career. We surely miss you in Auburn. Dr. Baker, thank you so much for being such a wonderful, selfless and supportive, and inspirational mentor. Thank you so much for giving my family and I the opportunities to improve, learn, and creative in life. Thank you for allowing me to grow iv as a leader and as an academic. And, to mentor and assist the next generation of students. To Ms. Maggie and family, thank you for opening your home to my family. Thank you for being such dear family friends. To my dear mother-in-law, my journey in graduate studies wouldn’t have been possible without you. Thanks for helping to water the tiny seed that has grown and blossomed into my life with your son. I will forever be grateful to you. I can never say enough thanks to such empowering, selfless, inspirational, dynamic angels in my life. Thank you for sharing and being part of my life. And, in so doing, I humbly forward these experiences and support to those in need. v TABLE OF CONTENTS ABSTRACT ...................................................................................................................... ii ACKNOWLEDGEMENTS .............................................................................................. iii LIST OF TABLES ............................................................................................................. ix LIST OF FIGURES ......................................................................................................... xii CHAPTER 1: INTRODUCTION ........................................................................................ 1 Background for the Study ............................................................................................... 3 Statement of the Problem ............................................................................................... 6 Purpose of Study ............................................................................................................. 7 Research Questions ........................................................................................................ 7 Significance of the Study ................................................................................................ 8 Limitations/Delimitations of the Study .......................................................................... 9 Definition of Terms ........................................................................................................ 9 Organization of Study ................................................................................................... 13 Summary ....................................................................................................................... 14 CHAPTER 2: REVIEW OF LITERATURE .................................................................... 16 Degrees Awarded ......................................................................................................... 17 Bachelor’s Degree in Science & Engineering ......................................................... 17 Master’s Degree in Science & Engineering ............................................................ 21 Doctorate Degrees in Science & Engineering ......................................................... 23 Faculty in Higher Education ......................................................................................... 28 History & Trends of Faculty in Higher Education ................................................... 28 Faculty by Rank & Gender ....................................................................................... 38 Faculty by Field of Study (STEM vs. Non-STEM) ................................................. 44 Mentoring ..................................................................................................................... 50 Definition of Mentoring ........................................................................................... 50 Mentoring of Pre- and Post-Doctoral Students ........................................................ 52 Mentoring of Faculty in Higher Education .............................................................. 54 vi Occupational Job Satisfaction/Fulfillment and Occupational Importance for Faculty in Higher Education ........................................................ 58 Conclusion ................................................................................................................. 62 CHAPTER 3: METHODS ................................................................................................ 64 Introduction .................................................................................................................