Leak or link? the overrepresentation of women in non-tenure-track academic positions in STEM

This paper examines gender variation in departures from the tenure-track science, technology, engineering, and math (STEM) academic career pathway to non-tenure-track academic careers. We integrate multiple data sources including the Survey of Earned Doctorates and the Survey of Doctorate Recipients to examine longitudinal career outcomes of STEM doctorate women. We consider three types of careers after receipt of a PhD: academic, academic non-tenure-track, and non-academic positions. We find that STEM women are more likely to hold academic non-tenure-track positions, which are associated with lower job satisfaction and lower salaries among men and women. Explanations including differences in field of study, preparation in graduate school, and family structure only explain 35 percent of the gender gap in non-tenure-track academic positions.

School Psychology Trainer Shortage in the USA: Current Status and Projections for the Future

This study documents the number of school psychology faculty openings, reasons for resignations and the outcome of faculty searches in the United States for three consecutive academic years beginning in 2004. School psychology program training directors in the United States were surveyed about program faculty needs, including resignations and the outcome of faculty searches. Ninety-four program directors reported 136 openings and 79 percent of the program directors indicated one or more openings in the three most recent academic years. Results indicate an increasing number of openings left unfilled each year with more than one in four of the positions going unfilled. Data concerning resignations, professionals leaving academia, new positions, previously unfilled positions and age of the current faculty suggest a need to hire at least 36 faculty per year for the 94 programs represented, with increasing numbers of openings in the next decade due to retirements. Directors reported a small percentage of 2006—2007 doctoral level interns were seeking academic positions. Program directors reported concerns and ideas about success in recruitment and retention of school psychology faculty. Implications of the faculty shortage on the profession are discussed.