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Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

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  • Karen L. Webber

    (The University of Georgia)

  • Samantha M. Rogers

    (The University of Georgia)

Abstract

Guided by Hagedorn’s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty’s satisfaction than male peers. Implications for policy and practice are discussed.

Suggested Citation

  • Karen L. Webber & Samantha M. Rogers, 2018. "Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(8), pages 1105-1132, December.
    • Handle: RePEc:spr:reihed:v:59:y:2018:i:8:d:10.1007_s11162-018-9494-2
    DOI: 10.1007/s11162-018-9494-2
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    Cited by:

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    3. Burone, Santiago & Méndez, Luciana, 2022. "Are women and men equally happy at work? Evidence from PhD holders at a public university in Uruguay," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 97(C).
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    5. Carla Mascarenhas & Anderson Rei Galvão & Carla Susana Marques, 2022. "How Perceived Organizational Support, Identification with Organization and Work Engagement Influence Job Satisfaction: A Gender-Based Perspective," Administrative Sciences, MDPI, vol. 12(2), pages 1-15, May.

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