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dc.contributor.authorSkewes, Monica C.
dc.contributor.authorShanahan, Elizabeth A.
dc.contributor.authorSmith, Jessi L.
dc.contributor.authorHonea, Joy C.
dc.contributor.authorBelou, Rebecca M.
dc.contributor.authorRushing, Sara
dc.contributor.authorIntemann, Kristen
dc.contributor.authorHandley, Ian M.
dc.date.accessioned2019-05-15T19:33:39Z
dc.date.available2019-05-15T19:33:39Z
dc.date.issued2018-09
dc.identifier.citationSkewes, Monica C. , Elizabeth A. Shanahan, Jessi L. Smith, Joy C. Honea, Rebecca Belou, Sara Rushing, Kristen Intemann, and Ian Handley. "Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process." Journal of Diversity in Higher Education 11, no. 3 (September 2018): 366-383. DOI:10.1037/dhe0000064.en_US
dc.identifier.issn1479-3644
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15479
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.rightsThis Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.titleAbsent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure processen_US
dc.typeArticleen_US
mus.citation.extentfirstpage366en_US
mus.citation.extentlastpage383en_US
mus.citation.issue3en_US
mus.citation.journaltitleJournal of Diversity in Higher Educationen_US
mus.citation.volume11en_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1037/dhe0000064en_US
mus.relation.collegeCollege of Nursingen_US
mus.relation.departmentHistory, Philosophy & Religious Studies.en_US
mus.relation.departmentPolitical Science.en_US
mus.relation.departmentPsychology.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage42en_US
mus.contributor.orcidBelou, Rebecca M.|0000-0001-8935-972Xen_US
mus.contributor.orcidHandley, Ian M.|0000-0001-8603-2641en_US


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