Gender-Based Salary Differentials Among Administrators in Arizona Community Colleges

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2023-06-26 DOI:10.1177/00915521231182120

Kristen L. Becker, Lea Andrah Beckworth

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引用次数: 0

Abstract

Objective: This research study examined gender wage equality among administrators across Arizona’s ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education.

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亚利桑那州社区大学管理人员的性别薪酬差异

目的:本研究调查了亚利桑那州由19所学院组成的10个社区学院区管理人员的性别工资平等。方法:采用描述性统计和推断性统计相结合的方法对薪酬数据进行分析。结果:所有19所大学都证明了12个月全职女性和男性的收入中位数存在差异。但是，如果按工作类别分类，妇女和男子的收入中位数在若干机构的一些工作类别中是相等的，这说明使用描述性统计来衡量性别工资平等的复杂性。一项多元回归分析显示，19所社区学院中只有3所存在基于性别的薪酬差异。因此，尽管各学区之间的工资表不一致，也没有州一级的监督，但在亚利桑那州的大多数社区学院，性别工资平等普遍存在。贡献:社区大学每年为五百四十万不同种族的学生提供学习机会。了解社区大学管理人员中基于性别的薪酬差异，可以深入了解高等教育的多样性、公平性、包容性和社会正义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

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.