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U.S. teaching-track positions: Job characteristics, faculty perceptions, and differences across gender and institution type

Author

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  • Tisha L. N. Emerson
  • Gail M. Hoyt
  • John Siegfried

Abstract

The landscape of U.S. economics departments has shifted to include teaching-track faculty alongside traditional academic roles. The authors present findings from a comprehensive national survey of teaching-track faculty across public and private universities, as well as liberal arts colleges, offering valuable insights into backgrounds, motivations, and experiences of individuals in these positions, shedding light on work responsibilities, time allocation among teaching, research, and service, and other aspects of their roles. Additionally, responses to Likert-style and open-ended questions provide deeper understanding of perceptions regarding diversity and inclusion efforts, the impact of student mental health concerns, and overall job satisfaction. The analysis explores potential variations in measures by gender and institution type, culminating in salary regression analyses that investigate factors contributing to salary disparities across these subgroups.

Suggested Citation

  • Tisha L. N. Emerson & Gail M. Hoyt & John Siegfried, 2026. "U.S. teaching-track positions: Job characteristics, faculty perceptions, and differences across gender and institution type," The Journal of Economic Education, Taylor & Francis Journals, vol. 57(2), pages 149-167, April.
    • Handle: RePEc:taf:jeduce:v:57:y:2026:i:2:p:149-167
    DOI: 10.1080/00220485.2026.2618666
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