Sociodemographic Characteristics of Community Colleg

Sociodemographic Characteristics of Community Colleg This chapter presents the results of the study. Included are an analysis of the five research questions and the six hypotheses of the study. This chapter concludes with a summary of the information presented in this chapter concerning the quantitative statistical findings of this study. As previously indicated, job satisfaction is a term that is difficult to describe as a single construct, and the definition of job satisfaction varies between studies (Morice Murray, 2003; Protheroe, Lewis Paik, 2002; and Singer, 1995). In higher education, a number of researchers have discussed the importance of continuous research on job satisfaction among community college faculty (Bright, 2002; Green, 2000; McBride, Munday, Tunnell, 1992; Milosheff, 1990; Hutton Jobe, 1985; and Benoit Smith 1980). A reason suggested for the continuous study of community college faculty, is the value of data received from such studies in developing and improving community college faculty and their practices (Truell, Price, Joyner, 1998). The purpose of this study was to examine job satisfaction of community college instructional faculty in regards to their role as teachers. Analysis of Research Questions Research question one sort to describe the sociodemographic characteristics of community college instructional faculty. This research question included three variables (gender, age, and race/ethnicity). Sociodemographic Characteristics Gender There were 371 participants in the sample, of which 188 were male and 183 were female. In regards to gender, the analysis showed that 51% of the sample size included males and 49% of the sample size were female. Table 1 identifies the frequency and percentage results as they relate to gender of community college faculty. Table 1. Gender Distribution of Community College Instructional Faculty Gender Percent Frequency Male 51% 188 Female 49% 183 Total 100% 371 Age The sample size consisted of 371 participants. For age, the analysis displayed that 16% of the faculty were both under 30 and between ages 30 and 34 while17% were between ages 35 and 39. 15% of community college instructional faculty were between 40 and 44, while 14% were in the age range of 45 to 50. The last age range consisted of participants who were 50 or over, which was 21%. Even though the largest percentage of faculty members are 50 or over, faculty members who are 34 or under total 32% which indicates that the majority of faculty are under the age of 34. Table 2 identifies the frequency and percentage results as they relate to the variable of age of community college faculty. Table 2. Age Distribution of Community College Instructional Faculty Age Percent Frequency Under 30 16% 60 30-34 16% 60 35-39 17% 65 40-44 15% 57 45-49 14% 51 50 and over 21% 79 Total 100% 371 Race and Ethnicity The sample size consisted of 371 participants. The variable race/ethnicity showed that 83% of the participants were White, Non-Hispanic; 7% were Black, Non-Hispanics; 3% were Asian, Non-Hispanics; 1% were both American Indian, Non-Hispanics and Pacific Islanders Non-Hispanics; 2% were More than one race, Non-Hispanic; and 5% were Hispanics. Over 80% of the participants (308) were White, Non-Hispanic. Table 3 identifies the frequencies and percentages for the variable of race/ethnicity. Table 3. Race/Ethnicity of Community College Instructional Faculty Race/Ethnicity Percent Frequency White, Non-Hispanic 83% 308 Black, Non-Hispanic 7% 25 Asian, Non-Hispanic 3% 11 American Indian, Non-Hispanic 1% 1 Pacific Islanders, Non-Hispanic 1% 1 More than one race, Non-Hispanic 2% 7 Hispanics 5% 18 Total 100% 371 Research question two sort to describe the nature of employment characteristics of community college instructional faculty. This research question included three variables (rank, employment status, and tenure status). Nature of Employment Characteristics Employment Status There were 371 participants in the sample, of which 126 were employed full time and 245 were employed part time. In regards to employment status, the analysis showed that 34% of the sample size was employed full time and 66% of the sample size were employed part time. Table 4 identifies the frequency and percentage results as it relates to employment status of community college faculty. Table 4. Employment Status Distribution of Community College Instructional Faculty Employment Status Percent Frequency Full time 34% 126 Part time 66% 245 Total 100% 371 Rank The sample size consisted of 371 participants. In regards to rank, the analysis displayed that 9% of the sample size was identified as professors. Associate professors were identified at 5% of the sample size while Assistant professors were identified at 4%. Instructors were identified as 45% of the participants and lecturers were identified at 2%. Faculty with other titles were identified at 30% and 5% of the participants answered the question as not applicable. More than 40% of the participants (167) were identified as instructors. Table 5 identifies the frequency and percentage results as they relate to the ranking of community college faculty. Table 5. Rank Distribution of Community College Instructional Faculty Rank Percent Frequency Professor 9% 30 Associate professor 5% 19 Assistant professor 4% 15 Instructor 45% 167 Lecturer 2% 7 Other titles 30% 111 Not applicable 5% 22 Total 100% 371 Tenure Status The sample size consisted of 371 participants. In regards to tenure status, the analysis showed that 18% of the faculty were tenured; 6% of faculty were on a tenure track, but are not tenured; and 76% of faculty are not on a tenure track. More than 70% of the participants (282) were identified as faculty not on a tenure track. Table 6 identifies the frequency and percentage results as they relate to the tenure status of community college faculty. Table 6. Tenure Status of Community College Instructional Faculty Tenure Status Percent Frequency Tenured 18% 67 On tenure track, but not tenured 6% 22 Not on tenure track 76% 282 Total 100% 371 Job Satisfaction of Community College Instructional Faculty Research question three was designed to describe the job satisfaction of community college instructional faculty based on the eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction from the National Study of Postsecondary Faculty Survey NSOPF: 04. The sample size consisted of 366 participants. In regards to job satisfaction, the analysis showed that 73% of the faculty were very satisfied with authority to make decision; 34% of faculty were somewhat satisfied with benefits; 44% of faculty were very satisfied with equipment and facilities; 40% were somewhat satisfied with instructional support; 55% were very satisfied with overall job satisfaction; 42% were somewhat satisfied with salary; 53% were very satisfied with technology-based activities; and 50% of faculty were very satisfied with workload. Table 6 identifies the frequency and percentage results as they relate to the job satisfaction of community college faculty. Table 7. Job Satisfaction of Community College Instructional Faculty Satisfaction Percent Frequency Authority to Make Decisions Very satisfied 73% 268 Somewhat satisfied 22% 81 Somewhat dissatisfied 4% 14 Very dissatisfied 1% 4 Total 100 366 Benefits Very satisfied 27% 106 Somewhat satisfied 34% 127 Somewhat dissatisfied 19% 70 Very dissatisfied 18% 67 Total 100 371 Equipment/facilities Very satisfied 44% 161 Somewhat satisfied 38% 140 Somewhat dissatisfied 14% 51 Very dissatisfied 4% 15 Total 100 366 Instructional support Very satisfied 37% 134 Somewhat satisfied 40% 147 Somewhat dissatisfied 17% 62 Very dissatisfied 6% 23 Total 100 366 Job overall Very satisfied 55% 203 Somewhat satisfied 38% 141 Somewhat dissatisfied 6% 22 Very dissatisfied 1% 5 Total 100 371 Salary Very satisfied 29% 106 Somewhat satisfied 42% 157 Somewhat dissatisfied 18% 67 Very dissatisfied 11% 41 Total 100 371 Technology-based activities Very satisfied 53% 195 Somewhat satisfied 35% 129 Somewhat dissatisfied 9% 32 Very dissatisfied 3% 10 Total 100 366 Workload Very satisfied 50% 187 Somewhat satisfied 34% 127 Somewhat dissatisfied 11% 41 Very dissatisfied 4% 17 Total 100 371 Predictive Relationship between Sociodemographic Characteristics, Nature of Employment Characteristics and Job Satisfaction Research questions four and five examined the predictive relationship between gender, nature of employment, (rank, employment s

Economic Report

In economics, we need to use terms a little more carefully than they are sometimes used in ordinary discussions. In general use, â€Å"Demand† is a word that can have more than one meaning, but in microeconomics we define it more carefully so that it has only one meaning. Here is the definition: Definition: Demand Demand is the relationship between price and quantity demanded for a particular good and service in particular circumstances. For each price the demand relationship tells the quantity the buyers want to buy at that corresponding price. The quantity the buyers want to buy at a particular price is called the Quantity Demanded. The key point is to distinguish between demand (the relationship) and quantity demanded. That distinction is important for microeconomics, although people often do not make it in ordinary discussion. Demand and Need To keep it simple, we may think of the buyers as consumers. (Later we will look at markets for inputs to production, in which the buyers are producers of other goods and services). Clearly, the buyers are the people who want or need the product or service — but there is more to it than that. The word â€Å"demand† refers to the willingness and ability of people to purchase the good or service in the market. The demand relationship expresses that willingness and ability for the whole range of prices. To say that a person has a demand for a particular product is to say that the person has money with which to buy and is willing to exchange the money for the good. People will not demand what they do not want or need, but a want or a need unbacked by purchasing power is not a demand. Similarly, it is not enough that the suppliers possess the good or (the capacity to perform) the service. Supply also means willingness to sell. Most of us have experience living in the market economic system, and that makes economics seem like a common-sense field — but sometimes that common-sense feel can be deceptive. People sometimes use the term â€Å"demand† ambiguously — as if â€Å"demand† were the same thing as need. But it is not. Need without purchasing power will not create effective demand in the marketplace. Economists sometimes stress this point by using the term â€Å"effective demand† in place of simple â€Å"demand.† As we have seen, economists think of the demand for a good or service as a relationship between the price of the good or service and the quantity demanded of that good or service. Common sense says that the relationship is an inverse one; that is, that an increase in price will result in a decrease in the quantity demanded. In this, common sense is absolutely right. The higher the price, the less quantity demanded, and conversely, the lower the price, the more quantity demanded. Many economics textbooks use examples based on hypothetical (made-up) numbers. There is nothing wrong with that and we shall use some of them later on. But why not use a real example? Several years ago, the author estimated the demand relationship for beer. Here is an example based on that estimate. The prices quoted are wholesale prices, in cents of 1972 purchasing power. Quantity demanded is measured in millions of gallons, for the United States as a whole.

What is Sociology?

We as human beings have always been curious about the sources of our own behaviour. Attempts to understand this relied on ways of thinking that were passed down from generation to generation. These ideas were often expressed in religious terms or drew from well-known myths, superstition and traditional beliefs. The objective and systematic study of human behaviour and society is a recent development dating from the 1700’s. A key development was the use of science to understand the world and this approach brought about a radical change in outlook and understanding.Just like physics, biology, chemistry and other disciplines, sociology emerged as part of this important intellectual process. The origins of sociology were the series of sweeping changes ushered in by the ‘two great revolutions’ of the 18th and 19th century Europe. These events transformed the way of life humans had maintained for thousands of years. The French Revolution, 1789 marked the ideas and value s, such as liberty and equality, over traditional social order.This was the Industrial Revolution, the broad spectrum of social and economic transformation that surrounded the development of new technical innovation. This caused an influx of migrants causing a rapid expansion of urban areas, forming new social relationships dramatically changing the face of the social world. There were a few individuals who contributed to early sociological thinking; one in particular was a French author, Auguste Comte (1798-1857) who actually coined the word ‘sociology’.He argued that sociology can and should study society and social phenomena following the patterns and procedures of natural sciences. Another contributor was Emile Durkheim (1858-1917) and he had a more lasting impact on modern sociology than that of Comte. Some regard Durkheim as the first sociologist to apply statistical methods to the study of social phenomena. Throughout his career, Durkheim was primarily concerned with how society would maintain integrity and coherence in the modern era, when things like religion could no longer be assumed.His book Suicide (1897) is a very well-known piece of literature. These sociologist developed ideas into how we could study humans and the world in which we live. Sociology is seen as being the study of human social behaviour and its origins, development, organizations and institutions. It is a social science which uses various methods of investigation and is to develop a body of knowledge about human social actions, social structures and functions. The traditional focuses of sociology include social stratification, social class, social mobility, religion, law and deviance.With all aspects of human activity it is affected by interplay between social structure and individual agency, which means sociology, has gradually expanded its focus to further subjects such as health, internet and political economy. There are two non-sociological explanations of human b ehaviour, naturalistic and individual explanations. The naturalistic approach suggest that humans behave as a product of inherited disposition; programmed by nature, e. g. / race, motherhood, gender (etc.)We take for granted that all women are maternal and want to become mothers and be just like their own mothers but this is not always the case. The individual approach is on that sees human behaviour as a result of psychological make-up of the individual person, eg/ people who commit suicide have their own personal reason for doing so. This persons suicide may not solely be a personal choice but may have other social factors associated like religion. This is what sociology is all about, challenging the unknown and looking at things from a different perspective, â€Å"Sociology defamiliarises the familiar† (Z.Baumen 1990 Thinking Sociologically p15)Sociologist look at these behaviours from all different perspectives and challenges what we believe to common sense theories. To m ake sense of human reality sociology attempts to make sense of the human condition through analysing the manifold webs of human interdependency as opposed to the naturalistic or individualistic approach. It disturbs the comforting quiet way of life by questioning what we usually take for granted. â€Å"It can be said that the first wisdom of sociology is this: things are not what they seem† (P Berger 1963 Invitation to Sociology p34)To gather information we use sociological methods called quantative and qualitative data. Quantative data is presented in the form of numbers and statistics; macro-sociological perspective. This helps to go beyond personal impressions and opinions and is done in the form of social surveys, questionnaires and structured interviews, e. g. / The Kinsey report on the sexuality of Americans (1948-1953) Qualitative data however is to tell us why and methods used are usually interviewing people to build up an understanding of a respondents point of view rather than a generalized opinion on their behaviour.There is also participant observation and this is observing someone in their own environment and learning what life is like for them, e. g. / The Paulo Case. â€Å"Sociology deals with a factually observable subject matter, depends upon empirical research, and involves attempts to formulate theories and generalizations that will make sense of facts† (Giddens Scope of Sociology p6) The use of concepts are needed to describe things accurately and precisely and to describe and address abstract and immaterial social phenomena such as individualism, social class and globalization, etc.As you can see from this essay sociology is a very important study and without it we wouldn’t question human behaviours or the society surrounding us. It helps us to gain a better insight into who we are and why we are the way we are and how others can have an effect on each and every one of us.

Restorative Justice And Restorative Prisons - 1852 Words

Restorative justice ways are a very controversial topic. Many people have different opinions about whether restorative justice is a good idea or not. Restorative prisons are a part of restorative justice and they can positively impact many people who were involved in some way of the crime or not. One way of restorative prisons are very effective and beneficial is because it gives the perpetrator more of an option on rebuilding their life after. It also helps the perpetrator see the good in themselves as well as others see the good in this perpetrator. Restorative prisons don’t just give the perpetrator freedom right away they have to go through a process to prove that they want to be a better person so they are not just receiving freedom†¦show more content†¦This is because in the restorative prisons they had to help out around the prison and actually do things versus other prisons where they just sit in a cell all day. There was a 19 year old who was driving a stolen car and lost control. When he lost control he killed four people and was sentenced for 47 years in jail. This offender didn’t have a good example to follow while he was growing up. His dad abended him when he was young and was left to be raised by him mom who was an extreme alcoholic (Pope 2011). This is an example the restorative prisons would really help someone who never got proper information growing up on how to behave and things he can do and things he can’t. The restorative prisons would help someone like him by not locking him up for a number of years. This helps the perpetrator because they have more opportunities while in the restorative prison that will help them once they can leave. At the restorative prisons everyone helps out around the building including the perpetrators and that can help them feel better about themselves because they are doing something useful. Also at these prisons the perpetrators are allowed to leave for work as long as they are bac k by a certain time which also give them more opportunities to make their life better. Some of these prisons also offer training for the perpetrators so they are exposed to more options. Restorative justice ways look intoShow MoreRelatedRestorative Justice For The Prisons1378 Words   |  6 Pagesgot released from the prisons? And how many effective programs can be helpful for them?Many posts-release prisoners have experienced recidivism and social stigmas due to lack of programs. In fact, restorative justice for people in prison has played a big role in our correctional systems in many different ways.Restorative justice in prison shapes our prisoner s morals and abilities by providing a suitable technique. Although punishment may play a part in restorative justice techniques, the centralRead MoreRestorative Justice in the Prison Setting5289 Words   |  22 PagesRESTORATIVE JUSTICE IN THE PRISON SETTING Dr Andrew Coyle International Centre for Prison Studies King’s College University of London United Kingdom A Paper presented at the conference of the International Prison Chaplains Association (Europe) Driebergen The Netherlands 13 May 2001 RESTORATIVE JUSTICE IN THE PRISON SETTING Dr Andrew Coyle International Centre for Prison Studies King’s College UniversityRead MoreRestorative Justice And Reducing Prison Population1495 Words   |  6 PagesRestorative Justice to Reduce Prison Population Is long-term incarceration working to resolve issues of criminal conduct? When considering the population of people incarcerated is rising at an alarming rate and crime statistics not dropping by much, it is hard to tell if incarceration is working in these modern times. The United States prison population is the largest in the world. In fact, the United States has 2.3 million persons in institutions which is more than the rest of the world combinedRead MoreA Conservative Response to Restorative Justice Essay686 Words   |  3 PagesHow would a conservative reply to a proposal for restorative justice? How would a restorative justice advocate respond to a conservative proposal for more prisons? Restorative justice is defined as â€Å"using humanistic, no punitive strategies to right wrongs and restore social harmony† (Siegel, 2008, p. 189). Instead of imposing harsh penalties on offenders like long prison sentences or even the death penalty, restorative justice calls for a more rehabilitative approach, such as reconciliation andRead MoreThe Justice And Restorative Justice1621 Words   |  7 Pagesproviding rationale for restorative justice (337). Crimes committed by young individuals are often minor, first-time acts which can be mediated and addressed through the proactive administration of restorative rehabilitation, which often prevents recidivism. Restorative justice is a process where all parties involved in a particular offense come together in order to collectively resolve the aftermath and future implications of the specific crime (Roche 343). Restorative justice is the the ideal responseRead MoreRestorative Justice: Reconciliation of Society, the Victim and the Offender1335 Words   |  6 Pagescharacteristic of restorative justice- to reconcile society, the victim and the offender- but also to rehabilitate the offender so that he is no longer an â€Å"enemy† of the criminal justice system. This form of justice is gaining support in South Africa; however there are limitations to this form of justice which also in turn limit its success in the future. Restorative justice alone is definitely not a method of justice which we can adopt but it may be possible that this form of justice can help if itRead MoreThe Justice That Restores And Other Terms Within The Revised Statement Of Faith Essay1406 Words   |  6 PagesBackground: This memo is in response to Prison Fellowship’s Board of Directors request to define what is meant by references to â€Å"justice that restores† and other terms within the revised statement of faith. Defining references within the Prison Fellowship Statement of Faith: First, the statement of faith explains, â€Å"Our mission is to help restore those affected by crime and incarceration. This mission is founded on the Biblical conviction that all people are created in God’s image and that noRead MoreImportance of Restorative Justice in the Entire Justice Process1049 Words   |  4 PagesImportance of Restorative Justice in the Entire Justice Process Every judicial organization has a duty to deliver justice to the affected victims. This happens in many ways that include jailing the offenders for life, compensation of the victims and now the restoration of the victim and the offender. In restorative justice, the offenders must accept the accountability of all what he did to the victim (power point notes). In addition to the accountability, the offenders are responsible for the sameRead MoreRestorative Justice in South Africa - Can It work?1342 Words   |  6 Pagescorruption prisons are overflowing and imprisonment often creates more hardened criminals, rather than creating rehabilitated persons. South Africa needs to adopt a less putative approach to the punishment of crimes, and restorative justice can either help achieve this or only worsen matters. In this essay I will evaluate this punishment theory with regard to case law, legislation and various implementations relating to the matter. In evaluating these, I will develop m y own opinion on restorative justiceRead MoreCriminal Law, Questions and Answers 1284 Words   |  5 Pages1 Introduction Restorative justice as a whole is not gaining support in South Africa as the majority of our country is in favour of the punitive system in order to combat the high levels of crime. However, there are several areas of criminal law that has received increasing support for restorative justice as opposed to our current system, such as when dealing with youth offenders. Despite the harsh criticism of restorative justice, it has received judicial recognition in a number of cases recently