Date

5-16-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Breck L. Perry

Keywords

adjunct, English as a second language, postsecondary education, phenomenology

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the experiences of adjunct English as a second language (ESL) teachers in a collegiate setting in the Southwestern United States. The central research question was: What are the experiences of adjunct ESL instructors in higher education settings? The sub-questions explored the adjuncts’ experiences with students, colleagues, and the institution. Purposeful criterion sampling was used to secure 14 participants. The setting was a community college in the Southwestern United States. The theory guiding this study was the social exchange theory (SET) since the study described teacher experiences related to students, colleagues, and the institution. Data collection sources for analysis were a questionnaire, interviews, and focus groups. The analysis included the initial immersive pre-coding reading of the data followed by two cycles of coding from which themes and insights were gleaned. Major themes of the study included respect for students, appreciation for colleagues, a desire for parity, concerns about equitable working conditions, and love of the job. Insights included adjunct motivation, adjuncts as the backbone of academic institutions, and the desire for more than just financial parity. The findings corroborate and confirm the body of literature on the plight of adjuncts and the need for systemic change. This study contributes to the body of literature by giving voice to a particular set of adjuncts, thereby providing an expanded perspective as well as putting faces to a common yet complex phenomenon.

Download

Included in

Education Commons

Share

COinS