Characteristics of Community
Please note: the data used in this article
is the most current available; we hope to have data for this century
as soon as possible.
of community college faculty
According to information in
the Educational Resources Information Center (ERIC):
There are over 160,000
part-time faculty (nationwide) who spend about 65% of their time teaching,
10% each on service and outside consulting, and 5% each on research,
professional development, and administration.
Of the part-time instructors
(nationwide), 57% are men, 88% white, 5% black, and 4% Hispanic. Approximately
one-third are between the ages of 45 and 54, and 20% are age 55 or
older. Slightly over 80% of the part-time instructors earn less than
$10,000 in base salary.
A 1998-99 survey of 33,785 faculty members at 378 colleges, universities,
and community colleges found the following characteristics of college
The faculty aged; many
faculty members are older; new-hires are needed.
Technology, a source of
stress for faculty, was necessary for students to enhance their learning;
compared to older faculty, younger faculty were more likely to use
Tenure was supported by
many faculty, and those opposed were unlikely to receive it.
Although faculty believed
racial and ethnic diversity in the student body enhanced the student's
educational experience, many felt institutions were not making hiring
of minority faculty a priority. In fact, 90% of the sample was White/Caucasian.
Faculty showed a lot of
job satisfaction and satisfaction with their administration.
Faculty were committed
to the academic success of their students and the welfare of their
Faculty had increased pressures
of household responsibilities, including the physical and caring of
Faculty believed colleges
and universities were committed to involving students in the community.
Faculty were less personally
committed to influencing the political structure, social values, or
cleaning up the environment
The 1998-99 faculty survey
suggested that women in academe have come closer to gaining gender
justice, but "they still remain in the lower ranks of power, pay,
and research productivity".
Women earned less than
their male colleagues.
of part-time instructors
According to Gappa and
Leslie  , there are many motivations for
part-timers to teach in higher education. Some work in the
community colleges to pursue professional growth, such as obtaining
a full-time academic position. Other part-timers may be seeking
economic rewards. Some part-timers work at community
colleges as a way to “give back” to their community or to become
a role model for those within a cultural background or life-situation.
Howard Tuckman  (as sited in Gappa and Leslie)
has categorized the diversity of the part-timers into several categories:
– former full-time academics
students – working on doctorate degrees
full-timers - working at one or more institution
until a full-time opening becomes available
- those that work at another primary full-time occupation, which
may be in or out of the field that is taught
- working part-time at another job as well as teaching part-time.
workers – work part-time because they have small children
at home; part-time work may be their only source of income.
Characteristics of the California
J.M, and Leslie, D.W. (1993) The Invisible Faculty: Improving the
status of Part-timers in higher education. Jossey-Bass Publishers,
San Francisco, CA
A. (1978) Who is part-time in academe? AAUP Bulletin, 64, 305-315