This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.

中文翻译：

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缺席自治：在晋升和任期过程中教师自决的关系能力和性别路径。

这项研究调查了男性和女性大学教师在晋升和任期 (P&T) 过程中寻求自决权的方式。自决理论 (SDT; Deci & Ryan, 2012) 研究倾向于将自主性视为自决的核心因素，优先于相关性和能力等其他心理需求。P&T 过程发生在固有限制自主权的背景下，提供了一个独特的机会，当自主权受到限制时，可以检查相关性和能力的经验。我们使用具有匹配案例研究设计的定性研究策略来探索个人如何在 P&T 过程中体验 SDT 的结构（即自主性、能力和相关性）。我们的项目侧重于科学、技术、工程、和数学 (STEM) 系在一所大学接受 P&T 审查。STEM 中的女教师与同时接受 P&T 审查的相同级别和类似部门的男教师进行了比较。研究结果表明，男性报告通过信息能力体验自决，而女性通过关系能力实现自决。为教师在 P&T 过程中导航创造一个公平的竞争环境需要适应不同的自我决定途径，培养教师之间的关系，并澄清政策和程序。研究结果表明，男性报告通过信息能力体验自决，而女性通过关系能力实现自决。为教师在 P&T 过程中导航创造一个公平的竞争环境需要适应不同的自我决定途径，培养教师之间的关系，并澄清政策和程序。研究结果表明，男性报告通过信息能力体验自决，而女性通过关系能力实现自决。为教师在 P&T 过程中导航创造一个公平的竞争环境需要适应不同的自我决定途径，培养教师之间的关系，并澄清政策和程序。