“Something needs to change as not only are the day-to-day experiences that students, faculty, and professional staff experiences shifting in a myriad of ways – the stability and ability for us to sustain these increasing demands is wavering and has caused too many of my colleagues to walk away from this critical work and recruiting professionals into this “fire” has become a real legitimate obstacle. ”
My name is Lisa Coole. I am a dedicated, skilled, effective, emotionally exhausted, and underpaid BIPOC tenured Associate Professor of Sociology at Massasoit Community College.
I have over 30 years of experience as an adjunct at Massasoit, BSU, and Stonehill college and since I started my FT position, I have had to consistently teaching 6-9 adjunct classes annually, during the semester, winter session, and summers (most often at my own college) on top of my FT workload given that my annual salary for an already heavy lift of a 5:5 semester workload and college service which is over 50% below my colleagues in the State of CA despite the comparable COL.
Something needs to change as not only are the day-to-day experiences that students, faculty, and professional staff experiences shifting in a myriad of ways – the stability and ability for us to sustain these increasing demands is wavering and has caused too many of my colleagues to walk away from this critical work and recruiting professionals into this “fire” has become a real legitimate obstacle.
While the DHE has spent incredible time, dollars, and energy researching issues (see New Undergraduate Report, DHE Equity Agenda and Nationwide Reports including but not limited to the Chronicles of Higher Education) we must NOW address these inequities and barriers for success across Higher Ed for all students, especially among marginalized demographic, first-generation college students and other at-risk populations.
Additionally, the day-to-day stressors and emotional labor are increasing. I have realized this fatigue is not unusual, especially for BIPOC and female faculty and professional staff making it difficult to retain diverse faculty and staff. And in my own case, as a woman of color, teaching courses such as Sociology, Criminology, Race and Ethnicity, Urban Sociology which often brings about difficult emotions and conversation both in and out of the classroom in a world that is closing in all around us I can attest that this is taking its toll of both me and my students.
In today’s world we are also expected to incorporate Trauma Informed Education Practices, Embedded Remediation, Culturally Inclusive Teaching, Assisting Students with ADA Accommodations and Language Barriers, Artificial Intelligence, Response to students experiencing Homophobia, Transphobia, Sexual Harassment, Mental Health struggles, Substance Misuse, Basic Needs Insecurity, and the Federal Administrations
Fear Based Rhetoric Immigration Agenda and Anti-Intellectual Movement…Just to name a few.
For many of us, much of the above was not part of our original job description or expectations when we first started teaching. And it is not being adequately recognized in our workload, especially among the Community Colleges where one of the latent functions is preparing students for success at a 4-year public or private school.
And as Community colleges become more accessible in the Commonwealth through recent initiatives, such as MassEducate, now is the time to make a change!
As an educator, students are my #1 priority, BUT I am beyond tired of being so incredibly overworked and underpaid and the profound impact that has on my colleagues and our student body.
I am tired of being concerned about the impact that all of this has on their growth mindset and overall mental well-being.
I am tired of attending Professional Development workshops that highlight new approaches for effective teaching and equity, without having the time and institutional support to incorporate these strategies.
I am tired of being burnt-out while working harder than ever.
If this does not change, the reputation Massachusetts holds as a leader in higher education will continue to be compromised. We must ensure this does not continue to happen and the commitment to wage equity prevails.
If I received equitable pay I would be able to make more time to spend with my immediate including my children, spouse, aging and widowed mother, my disabled sister with profound medical issues, and not be worried about my multiple additional courses, working on weekends, and most importantly have the time it takes to serve our dynamic and promising future generations by giving them the attention they deserve. To date, I have been providing excellence given my personal ethics, but I am getting tired and worn out and my family and friends, and colleagues express concern about my mental wellbeing.