College Composition and Communication Sep 2013

“Distinct and Significant”: Professional Identities of Two-Year College English Faculty

Christina M. Toth ; Brett M. Griffiths ; Kathryn Thirolf

Abstract

Drawing on findings from three qualitative studies, this article explores the distinct professional identities of two-year college English faculty. We examine full-time faculty patterns of engagement with professional organizations, their assertion of professional authority in institutional decision making, and the role of organizational socialization in the shaping of part-time faculty professional identities.

Journal
College Composition and Communication
Published
2013-09-01
DOI
10.58680/ccc201324225
Open Access
Closed
Topics
two-year college

Citation Context

Cited by in this index (8)

  1. Accardi et al. (2024)
    Feature: The Misalignment between the Discipline and the Teaching of Writing
    Teaching English in the Two-Year College
  2. Penner (2023)
    “What’s in a name?” Literacy Studies and Transdisciplinarity
    Teaching English in the Two-Year College
  3. Giordano et al. (2023)
    Feature: First-Year in the Two-Year: Preliminary Results from a Study of New Tw…
    Teaching English in the Two-Year College
  4. Sullivan (2021)
    “Democracy’s Unfinished Business”
    Pedagogy
  5. Toth et al. (2019)
    Two-Year College Teacher-Scholar-Activism: Reconstructing the Disciplinary Matr…
    College Composition and Communication
Show all 8 →
  1. Griffiths et al. (2019)
    Conceptualizing English Department Resilience at Two- Year Colleges
    Pedagogy
  2. Klausman (2018)
    Feature: The Two-Year College Writing Program and Academic Freedom: Labor, Scho…
    Teaching English in the Two-Year College
  3. Warnke et al. (2018)
    Feature: A Critical Time for Reform: Empowering Interventions in a Precarious L…
    Teaching English in the Two-Year College

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 17 View in citation network →

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