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Adjunct instructors may encounter an institutionalized employment system that marginalizes contingent teachers, circumscribing otherwise positive occupational attributes. Using institutionalization theory and phenomenological design, interviews with 22 instructors identify heterogeneity among faculty alongside workplace inequities. Results conclude with recommendations for policy change, leadership implications, and future research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of“Part-Time” Community College Faculty in Northern  \nCalifornia  \nPeter A. Zitko  \nSolano College  \nKatrina Schultz  \nAmerican College of Education  \nThe purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.  \nEducation Leadership Review of Doctoral Research, Vol. 8. Fall 2020  \nISSN: 1532-0723  \n© 2020 International Council of Professors of Educational Leadership.  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required.  \n2  \nHigher education institutions (HEIs) in the United States rely on adjunct faculty as the primary educational workforce (Kezar & Gehrke, 2016; Kimmel & Fairchild, 2017; Pyram & Roth, 2018) . This dependence on adjunct faculty, also commonly referred to as contingent or part-time faculty, is more pervasive at the community college level (CCCSE, 2014; Kater, 2017; Morest, 2015; Ran & Xu, 2017; Thirolf & Woods, 2018; Wagoner, 2019; Yu, Campbell & Mendoza, 2015) . The increasing reliance upon contingent faculty denoted throughout this paper as the adjunct model has emerged with numerous employment issues that threaten the occupational well-being of adjunct faculty. Studies indicate adjunct faculty are often marginalized and experience workplace inequities (Bickerstaff & Chavarin, 2018; CCCSE, 2014; Eagan, Jaeger, & Grantham, 2015; Franczyk, 2014; Kezar & Bernstein-Sierra, 2016; Lengermann & Niebrugge, 2015; Maxey & Kezar, 2015; Pons, Burnett, Williams, & Paredes, 2017; Pyram & Roth, 2018; Wagoner, 2019; Yakoboski, 2016) .  \nStudies have indicated the growing reliance on adjunct faculty has resulted in many occupational and employment issues such as insufficient institutional support (Kezar & BernsteinSierra, 2016; Maxey & Kezar, 2015), inadequate compensation and lack of benefits (CCCSE, 2014; Kezar & Sam, 2013; Pons et al., 2017; Tierney, 2014), feelings of exclusion or segregation (Eagan et al., 2015; Kezar, 2013; Kezar & Sam, 2013; Pons et al., 2017), and generalized marginalization (Franczyk, 2014; Kezar & Sam, 2013; Moorehead, Russell, & Pula, 2015) . The adjunct model has become an isomorphic phenomenon and institutionalized feature among most HEIs at all levels of postsecondary education (Morest 2015: Rhoades, 2017) . The research of notable scholars and findings of this study lends credence to the belief that a hierarchical system of haves and have-nots may exist at some institutions of higher learning.  \nStatement of Problem  \nThe problem is adjunct faculty who are employed as HEI educators may experience an institutionalized employment system, which compromises their occupational well-being. The background of the problem is well documented in the literature. Researchers have indicated adjunct faculty are frequently marginalized and experience occupational inequities at all levels of higher education (Bickerstaff & Chavarin, 2018; CCCSE, 2014; Eagan et al., 2015; Franczyk, 2014; Kezar & Bernstein-Sierra, 2016; Lengermann & Niebrugge, 2015; Maxey & Kezar, 2015; Pons et al., 2017; Pyram & Roth, 2018; Wagoner, 2019; Yakoboski, 2016) . Adjunct faculty, students, and HEIs alike are negatively impacted by the problem (Maxey &","cbCaib4pxGUQseH8","https://ap.wps.com/l/cbCaib4pxGUQseH8","pdf",268151,"English","# Purpose of the Study\n# Statement of Problem\n# Purpose of the Study\n# Significance of the Study\n# Research Questions\n## Research Question 1\n## Research Question 2\n# Theoretical Framework","[{\"question\":\"What is the central purpose of the study?\",\"answer\":\"To qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California, focusing on how the adjunct model affects contingent instructors' well-being.\"},{\"question\":\"What theoretical approach and research design were used?\",\"answer\":\"The study uses institutionalization theory together with a phenomenological design, based on interviews with 22 adjunct instructors.\"},{\"question\":\"How do the study findings describe adjunct faculty experiences?\",\"answer\":\"Adjunct faculty are described as a heterogeneous group motivated by teaching, but positive aspects of the role are limited by marginalizing factors and workplace inequities.\"}]","The Adjunct Model as an Equity Crisis in Higher Education - A Qualitative Inquiry into the Lived Experience of Part-Time Community College Faculty in Northern California | PDF",1792093889,48]