Date of Conferral

2019

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Vicki L. Underwood

Abstract

Men are underrepresented among nursing faculty, providing few role models for male students who might benefit from interaction with male faculty. Male nursing faculty may face barriers similar to those faced by women in male-dominated professions. Diehl and Dzubinski's model of gender-based barriers served as the framework for this quantitative study conducted to identify disparities between male and female nursing faculty that may prevent men from entering, continuing, and advancing in nursing education. The association between the percentage of male nursing faculty with geographic region; institution type (i.e., public, private secular, or private religious); and 4 career variables (i.e., education level, rank, tenure, and administrative position) were investigated in this study. Data were obtained from 20,953 faculty from the American Association of Colleges of Nursing 2017 Annual Survey of Baccalaureate and Graduate Nursing Programs. Chi square analyses indicated significant associations between the percentage of male nursing faculty with both the 4 geographic regions and with institution type as well as with several career variables. Post hoc tests revealed a lower percentage of male nursing faculty in religious institutions in the North Atlantic region; significant associations between the percentage of male nursing faculty and faculty education level, specifically in public institutions in the South and private secular institutions in the West; academic rank in public institutions in the South and West; and tenure status in private secular institutions in the North Atlantic and in public institutions in the South and West. Uncovering these discrepancies could lead to an increase in male nursing faculty which, in turn, would provide more role models for male students and may aid in attenuating the shortage of nurses.

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