Contingent professors whose experiences are often underrepresented reveal a distinct set of challenges in academia. Chegg’s Center for Digital Learning recognizes the pivotal role that contingent professors play in shaping the higher education landscape. Our two reports on contingent professors, Underserved and Underpaid: The Current State of Contingent Faculty in Higher Education (Chegg Center for Digital Learning, 2022) and “Hidden Assets: Still Underserved and Underpaid (Chegg Center for Digital Learning, 2023) illuminate their experiences and challenges as educators. In this piece, we aim to further amplify and advocate for this group of educators, illustrating their challenges and providing insights to help improve their work conditions.
As tenure-eligible positions have dwindled since the 1970s, many faculty members have found themselves unable to be elevated to tenured roles and are increasingly hired into non-tenure track teaching contingent or adjunct jobs. This shift has led to a stark reality for these educators. Despite holding most of the teaching positions, contingent professors are among the lowest paid, often work under unfavorable conditions, and lack access to essential resources compared to their tenured or tenure-track counterparts. Our 2021 survey of contingent professors revealed that over a third (34%) of those surveyed earned less than $24,999 per year, while only 30% indicated that they received benefits from their institutions.[1]
Despite these challenges, many contingent professors remain unwavering in their dedication to their students. But who suffers? We argue that it is not only the contingent professors but also the students who rely upon them for their courses who are impacted by this inequitable situation.
Contingent professors make up a significant portion of the higher education workforce, and their experiences often impact students.
In 2021, most faculty members in the U.S. higher education system held contingent appointments.[2] These dedicated educators find themselves working under unfavorable conditions, often marked by a lack of necessary resources and support. Many lack the technology and teaching resources needed for effective instruction. Our 2022 survey of contingent professors showed that less than half of those surveyed receive remote/online teaching support (47%) and access to physical resources like office space, computers, and printers (49%). While even fewer receive the necessary teaching (40%) and classroom (38%) supports.[3]
These findings underscore the urgent need to address these resource disparities to help ensure that contingent professors can effectively deliver quality education and contribute to their academic communities, ultimately enhancing the overall learning experience for students. Also, the transient nature of their teaching appointments, with many juggling positions at multiple universities, leaves them without designated office spaces or even the paid time to meet with students. These challenges collectively impact students by limiting their access to guidance and support and impact their learning experiences. Our 2022 survey on contingent professors illustrated that concerns such as compensation and job security significantly affect their ability to engage with students (36%), student learning outcomes (34%), and ability to teach (32%).[4]
As significant contributors to the academic community, the voices of contingent professors should be heard and valued.
Contingent professors often work in temporary and short-term capacities, limiting integration into their institutions and academic communities. Few have opportunities to participate in departmental and institutional communities, thus restricting their ability to voice their opinions and perspectives. Our 2022 survey on contingent professors revealed that some feel isolated and undervalued by their institutions and want to be recognized and valued for their work teaching students. By gaining valuable insights from the unique perspectives of contingent professors, institutions can take meaningful steps toward improving their work conditions.
Strategies for Empowering Contingent Professors
Inclusion and Integration: Bridging the Gap
Academic leaders should make a deliberate effort to integrate contingent professors into the fabric of their institutions. This can be achieved by extending invitations to relevant department meetings and encouraging committee participation. Such initiatives are essential for ensuring contingent professors feel valued, included, and have a role in important decision-making processes impacting them and students.
However, it’s equally important to strike a healthy balance for integration, especially considering that most contingent professors are underpaid. Increasing the involvement of contingent professors with a realistic and deliberate, taking care not to overburden them or exacerbate their existing challenges.
Academic leaders must recognize contingent professors as vital members of their academic communities. By fostering a more inclusive and integrated environment, academic leaders can empower contingent professors to contribute their expertise and create the best student learning experiences.
Increase accessibility to necessary instructional resources
Research has shown that many contingent professors lack the necessary technology and resources for instruction, which often directly affects students’ learning experiences.
Academic leaders must ensure that contingent professors have access to the necessary instructional resources. They could engage with contingent professors on their campuses to better understand their needs and provide support. This engagement could involve surveying contingent professors or holding meetings to directly hear their needs. Additionally, academic leaders should ensure contingent professors can access all campus-provided resources, especially free ones.
By recognizing and addressing the limited accessibility of resources for contingent professors and understanding their needs, academic leaders can create more supportive and equitable teaching environments, fostering success for contingent professors and their students.
Recognize Differences in Contingent Faculty Needs
Concerns about inadequate compensation and limited resources are shared among contingent professors, but it is important to recognize that their needs extend beyond these issues and often vary. Some are just starting their careers and are seeking professional development opportunities. Academic leaders could create opportunities that help them develop their teaching and research skills and also help them establish connections in their disciplines.
On the other hand, more established contingent professors are looking for opportunities to share their expertise with other faculty or students. Acknowledging their desire to contribute through mentorship, collaborative research, or leadership roles can help them leverage and share their knowledge. While retired contingent professors often simply want opportunities to remain active and maintain connections. Recognizing their desire to stay connected to their institutions can create opportunities for them to offer wisdom and share their institutional expertise.
Acknowledging the diverse needs of contingent faculty could foster a more inclusive and supportive academic environment.
Be an ally: Taking a Stand
Low pay, job insecurity, and the lack of employment benefits are pressing concerns for contingent professors. While some academic leaders may not have direct control over budgets or teaching contracts, they can be allies by advocating for improved compensation. Academic leaders can stand alongside contingent professors, using their platforms to amplify these concerns through conversations and calls to action for equitable compensation.
Academic leaders can also be allies by collaborating with and supporting advocacy groups that champion the rights and interests of contingent professors. By forming relationships with these groups, academic leaders could engage with this significant part of their workforce to understand their needs and advocate for necessary policy changes, improved compensation, and improved working conditions.
In light of the pressing challenges contingent professors face, academic leaders have an important role in supporting them. By promoting inclusivity, guaranteeing access to necessary resources, and advocating for fair compensation, we can establish a more equitable academic atmosphere for contingent professors.
The time is now for academic leaders to have a pivotal role in driving this change forward for the benefit of students and their institutions.
[1] Chegg Center for Digital Learning. (2022). Underserved and underpaid: The current state of contingent faculty in higher education (2022). https://www.chegg.com/about/wp-content/uploads/2023/03/Underserved-and-Underpaid-The-Current-State-of-Contingent-Faculty-in-Higher-Education.pdf
[2] Colby, G. (2023, March). Data snapshot: Tenure and contingency in us higher education. American Association of University Professors. https://www.aaup.org/article/data-snapshot-tenure-and-contingency-us-higher-education – :~:text=Over two-thirds (68 percent,47 percent in fall 1987.
[3] Chegg Center for Digital Learning. (2023). Hidden Assets: Still underserved and underpaid. https://www.chegg.com/about/wp-content/uploads/2023/10/Contingent-Faculty-Whitepaper_October.pdf
[4] Chegg Center for Digital Learning. (2023). Hidden Assets: Still underserved and underpaid. https://www.chegg.com/about/wp-content/uploads/2023/10/Contingent-Faculty-Whitepaper_October.pdf
