Scholarly Work - Psychology
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/3455
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Item Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process(2018-09) Skewes, Monica C.; Shanahan, Elizabeth A.; Smith, Jessi L.; Honea, Joy C.; Belou, Rebecca M.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.Item Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM(2017-06) Smith, Jessi L.; Stoop, Chatanika; Young, Michaela; Belou, Rebecca M.; Held, SuzanneBroadening the participation of women in science, technology, engineering, and mathematical (STEM) fields is more than a social-justice issue; diversity is paramount to a thriving national research agenda. However, women face several obstacles to fully actualizing their research potential. Enhancing the research capacity and opportunity of women faculty requires purposeful changes in university practice. Therefore, we designed an intervention, a grant-writing bootcamp informed by self-determination theory (Deci and Ryan 2012), to support the participants\' feelings of relatedness, autonomy, and competence. Three grant-writing bootcamps were run over an 18-month period. Using a pre-and post-test design over the span of 1 year (and contrasting results with a comparison sample who were not part of the intervention) showed that the women participating in the grant-writing bootcamp significantly increased the number of external grants submitted, the number of proposals led as principal investigator, the number of external grants awarded, and the amount of external funding dollars awarded.Item ADVANCE Project TRACS Charrette Posters 2015(2015) Smith, Jessi L.; Handley, Ian M.; Honea, Joy; Shanahan, Elizabeth A.; Skewes, Monica C.; Belou, Rebecca M.These posters, presented in 2015, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.Item ADVANCE Project TRACS Charrette Posters 2016(2016-04) Belou, Rebecca M.; Shanahan, Elizabeth A.; Skewes, Monica C.; Handley, Ian M.; Rushing, Sara; Honea, JoyThese posters, presented on April 26, 2016, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.