An Examination of Job Satisfaction and Work/Life Balance among Racial Minority Faculty in Higher Education

Abstract

Racial minority faculty remain underrepresented in higher education institutions across the U.S. Faculty continue to encounter barriers to recruitment and retention such as over extension, discrimination, the lack of mentorship and support, and difficulty obtaining tenure and promotion. Role overload, intrinsic rewards, and power and support present as the main predictors of work/life balance among racial minority faculty. This study aims to examine job satisfaction and work/life balance among racial minority faculty in higher education. Participants included a sample of racial minority faculty working at graduate programs in the U.S. recruited through several educational organizations and social media platforms. The researcher employed both quantitative and qualitative methodology to explore the factors that influence racial minority faculty satisfaction and work/life balance, to examine the racial and cross-disciplinary differences that exist in academia, and to highlight the experiences of racial minority faculty regarding mentorship from senior faculty, collaboration with their colleagues, and the tenure and promotion process. Recommendations and implications offer insight into methods useful for improving racial minority job satisfaction and work/life balance and increasing the overall educational experience for both racial minority faculty and students.