“You’ve Got to Put the Student First”: Faculty Advisors as Educators and Emotional Laborers in Community College Baccalaureate Contexts

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Edna Martinez, Sharon Velarde Pierce, Isela Peña
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引用次数: 0

Abstract

Objective: Given funding concerns and heightened work expectations at baccalaureate degree-granting community colleges, we set out to understand faculty advisors’ emotional labor in such context. Methods: We conducted a supra analysis, which is a form of secondary analysis of qualitative data. Existing interview data were drawn from a mixed-methods study focused on changes in academic advising policies and practices at baccalaureate degree-granting community colleges. Results: We identified three interrelated themes: (a) putting students first; (b) overextending oneself selflessly; and (c) pressures of neoliberalism and bureaucratic checkpoints. Conclusion/Contributions: This work addresses an important gap in the literature as it pertains to the complexities of the work and professional lives of community college faculty at CCB-conferring colleges. In addition to highlighting the emotional labor of CCB faculty advisors, this work further illuminates how community colleges have “normalized emotional labor as part of the community college faculty role”.
"你必须把学生放在第一位":社区学院学士学位背景下作为教育者和情感劳动者的学院顾问
目的:鉴于拥有学士学位的社区学院对资金的担忧和工作期望的提高,我们试图了解在这种情况下教师顾问的情感劳动。研究方法我们对定性数据进行了 "超级分析",这是一种二次分析形式。现有的访谈数据来自于一项混合方法研究,该研究重点关注授予学士学位的社区学院学术指导政策和实践的变化。研究结果我们确定了三个相互关联的主题:(a) 以学生为先;(b) 无私地过度付出;(c) 新自由主义和官僚检查站的压力。结论/贡献:这项工作填补了文献中的一个重要空白,因为它涉及到社区学院教师在 CCB 同盟学院中工作和职业生活的复杂性。除了强调建行教师顾问的情感劳动外,这项研究还进一步揭示了社区学院是如何 "将情感劳动作为社区学院教师角色的一部分正常化 "的。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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