Abstract

This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their position in the classroom and their commitment to teaching. On the other hand, part-timers reflected the ambiguity of their professional status in the social and cultural context of their departments and institutions. The dynamics of either positive or negative self-perceptions as professionals were based on their personal stories, career stage, and career goals.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 531-557
Launched on MUSE
2014-06-06
Open Access
No
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