The Social and Political Structuring of Faculty Ethicality in Education

1. The Social and Political Structuring of Faculty Ethicality in Education Dr. L. Earle Reybold George Mason University Qualitative Research ereybold@gmu.edu

2. Higher Education: Caught between Ideal and Critique Ideal The academy is expected to be a place �where the highest ethical ideals are held and routinely practiced� (Keith-Spiegel, Whitley, Balogh, & Wittig, 2002, p. xv) Critique The academy is a complex social and political structure due to asymmetrical relationships, scarce resources, and changing policies (Keith-Spiegel, et al., 2002) Intentional ethical breaches (Steneck, 2000), �academic misdeeds� (Lechuga, 2005, p. 134; see also Hamilton, 2002, Robin, 2004) Inadvertent breaches of ethicality due to lack of training, preparation (Gaff, Pruitt-Logan, Weibl, 2000) Response Criticism �tars with a large brush thousands of individuals who have given their lives to [higher education] and have done so, as the Lakota Sioux say, �with a good heart� (Lincoln, 2000, p. 241)

3. Local Academic Cultures:Situating Faculty Reasoning in Context Reasoning is situated (Lave & Wenger, 1991) Influenced/determined by cultural markers (Gilligan, 1993; Luttrell, 1989) How we know, not just what we know (Reybold, 2002) Ways of knowing, in turn, influence/determine behavior Faculty reasoning situated in academic contexts (Johnsrud, 1993; Laden & Hagedorn, 2000; Lindholm, 2003, 2004; Olsen, Maple, & Stage, 1995; Reybold, 2003, 2004; Ropers-Huilman, 2000) Faculty ethicality Function of well-developed professional identity (Bruss & Kopala, 1993) Requires skills, attitudes, and competencies for ill-structured problem solving Identities constructed through positioning (Dyer & Keller-Cohen, 2000)

4. Design and Methods:Focusing on Participant Context Longitudinal study Faculty identity development in education Dispersion network sampling 55 participants representing 27 institutions Faculty experiences across time and space Multiple interviews Faculty ethicality analysis Definitions, experiences, perceptions of ethics Situated in academic context 32 participants 24 female, 8 male 1/3 are African American, Hispanic, multiracial Rank: Assistant (13), Associate (15), Full (4)

5. Findings:Structuring Perceptions of Ethics Ethic of standard Responsibility to discipline, institution Attention to lack of standards Ethic of information Sexism, racism, classism Newcomers, learning the local customs Secrecy and power Ethic of diversity Disregard for difference Vocality, retaliation Culture as lens for decision making Ethic of integrity Integrated reasoning across life roles, congruence Bridging personal and professional ethics

6. Findings:Institutional Influence Support and valuation of ethical principles Organizational climate Faculty rewards and recognition Codification of ethics in policy Systemic ethicality Nature of institutions hierarchical, bureaucratic Societal problem �Play of power� Decision making: Individual vs. corporate �Surviving the system� Tacit rules Overstepping Silence

7. Discussion Principles vs. standards Lack of awareness Inadequacy of standards Toward a critical-evaluative stance Tools for thinking (Kitchener, 1984) Codes as catalysts Moral proficiency (Rest, 1983, 1984) Autotelic professional (Sullivan, 2005) Internalized ethic of vocation Ethical dispositions of communities of practice Recognition and enactment work (Gee, 2000) Ethicality as human choice� mediated by context

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