The pathway to full professor: Associate professor women’s institutional concerns

Mendez, Sylvia L.; Smith, Jessi L.; Watson, Kathryn J.; Tygret, Jennifer A.; Poe, Jennifer; McNear, Kelly; Song, Heather; Daniels, Elizabeth; Skop, Emily

Abstract

The route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related
resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement.
Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award.

• Journal Article Type: Article
• Acceptance Date: Nov 9, 2024
• Online Publication Date: Feb 18, 2025
• Publication Date: Feb 15, 2025
• Deposit Date: Jan 27, 2025
• Publicly Available Date: Mar 13, 2025
• Journal: Journal of Culture and Values in Education
• Electronic ISSN: 2590-342X
• Publisher: OpenED Network
• Peer Reviewed: Peer Reviewed
• Volume: 8
• Issue: 1
• Pages: 109-126
• DOI: https://doi.org/10.46303/jcve.2025.7
• Public URL: https://uwe-repository.worktribe.com/output/13649795