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Funded by National Science Foundation Award Number HRD-1629934
Faculty careers are largely shaped by how we allocate our time to the multiple aspects of academic work, namely teaching, research, and service. In this way, time serves as a key resource for faculty career success. Time expenditures are shaped by three key sets of factors: (1) individual goals, preferences, and agency; (2) interactional biases; and (3) institutional policies and procedures.
Our institutional assessment indicates gender gaps in committee assignments; time spent on research and opportunities for course releases to increase this time; and the ability to balance teaching, research, and service. To the extent that women spend more time on activities (e.g., service, teaching) that are less aligned with organizational priorities and reward structures, these differential workload allocations are likely to lead to social categorization that causes women faculty to be viewed as out-group members, thus decreasing job satisfaction, increasing turnover intentions, and mitigating against the One Clemson identity that we aim to inculcate. The activities in this goal area will contribute to understanding and addressing the links between time use and unfair workload allocations in academic settings by measuring faculty time allocation via personal diaries and conducting implicit bias training with department chairs who are tasked with executing institutional workload allocation policies.
Dr. Winslow (Sociology and Anthropology) will oversee the faculty diary data collection and analysis and will provide feedback to inform programmatic initiatives on chair training for bias reduction, which will be directed by Dr. Rosopa (Psychology).