Sizes and salary schedules of agency clinical psychology programs.

Reports results from 240 questionnaires requesting information on staff size and salary schedules of agency clinical psychology programs in the United States. The median number of staff members in these clinical psychology departments was found to be 15. Of these, 6 was the median number at the PhD level. Bachelor-level technicians were found to be more extensively utilized in the South and Midwest than in the East or West. The median beginning annual salary for a PhD clinical psychologist was $13,437, and for a PhD with 10 or more yr. of experience, the median was $20,500. The median salary for interns was $7,055, and the beginning salary for employees at the master level was $8,582. The median PhD-to-patient ratio was 1:189, and the median psychology staff-to-patient ratio was 1:73. The American Psychological Association (APA)-approved departments were found to have more advantageous staff-to-patient ratios. A great increase in salaries for psychology personnel over the past years was noted. Possible reasons for the finding that salaries tended to be higher in the agencies which did not have APA-approved clinical internship programs were also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in employment experiences of 1976 Canadian graduates in psychology.

Two large-scale surveys were undertaken by Statistics Canada in 1978 to examine the employment experiences of 1976 graduates from Canadian universities (outside Quebec). The present report is based on secondary analyses of this data. It compares the experiences of psychology graduates with those from other fields and examines possible sex differences. In terms of full-time employment, salary, and relatedness of job to education and job satisfaction, the employment experiences of psychology graduates were positive. There were, however, consistent sex differences (in favor of males) in salary and, to a lesser extent, in full-time employment rate. Sex differences remained after controlling for several possible contributors, such as working experience, age, marital status, and, in the case of salary, for full-time employment. (French abstract) (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Job opportunities for undergraduate psychology majors.

"To obtain information about job opportunities for undergraduate psychology majors, questionnaires were sent to 540 organizations in the following major groups: Business and Industry, 385, Education, schools, and universities, 51; Government, 34; and Social Service, 70." 278 (51%) returned questionnaires. Of these about 65% mentioned one or more jobs for which the psychology major would be qualified and about 35% mentioned no such jobs. Typical reasons for responding negatively are indicated. "The median starting salary for newly graduate male AB's in psychology estimated from the present sample is $365.00 per month." For women starting salary is estimated at $305.00 per month. 3 tables summarizing results are provided. "It was evident from the responses to the questionnaire that psychology has an established acceptance in the economic world." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Publication productivity and career advancement by female and male psychology faculty: The case of Italy.

In the United States, women tend to publish less than men do and to be overrepresented at the lower ranks of academia. This study examined the scientific productivity and career status of female and male psychology faculty in Italian universities. Psychology was selected as a discipline because for decades, it has had a female majority among its doctorates. Italy was the case study country because it has one of the highest representations of women among university faculty. This study's questions were: What is the representation of female psychology academics across faculty and high administration ranks? Is the publication productivity of female psychology academics different from that of their male peers? Finally, what institutional factors are associated with publication productivity among psychology academics? Our study focused on the 511 university psychology professors (250 women and 261 men) listed in 2004 in the Italian Ministry of Education University and Research website. We examined scientific productivity over 7 years, from 1998 to 2004, using PsycINFO. We found that women represented two thirds of assistant professors but only one third of full professors and department chairs. Overall, women published somewhat less (approximately one third less) than men, especially in international journals and as senior authors. However, consistent with prior evidence, when multiple predictors were considered together, both academic rank and institutional setting, but not sex-of-faculty, were associated with publication output. This study confirms prior observations that a strong female doctoral pipeline and scientific productivity are very slow at influencing the underrepresentation of women at the top ranks of academia. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Sex differences in academic advancement. Results of a national study of pediatricians

BACKGROUND: Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. METHODS: We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. RESULTS: Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. CONCLUSIONS: Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.     

Errors in 1973 Biographical Directory..

Calls for a retabulation of productivity ranks of graduate programs in psychology. W. M. Cox and V. Catt (see record 1978-21651-001) used the 1973 rather than the 1975 edition of the Biographical Directory of the American Psychological Association in their tabulation, which contained several errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate Students' Perspectives of Academic Positions in School Psychology.

An increasing number of vacancies in school psychology academic positions and the reduced number of applicants seeking to enter academia have created projected shortages in academe. The purpose of the current study was to determine perspectives of academia held by current school psychology graduate students, who are in line to become the next generation of trainers. Based on information yielded from focus groups conducted with graduate students at two major doctoral school psychology training programs, a 42-item survey was designed to assess students' beliefs regarding benefits and drawbacks of an academic position, possible incentives that would encourage one to apply for an academic position, and past and current likelihood of applying for an academic position. Doctoral students from 98 school psychology graduate programs were invited to participate in the study; a total of 236 students returned completed surveys. Results indicated a significant trend toward increased consideration of an academic career as students progress through graduate school. The highest-ranked benefits of an academic career involved roles and activities inherent to the position, as opposed to potential benefits such as salary or prestige. Regarding perceived drawbacks to academia, job stress was ranked as the most significant deterrent, while the area of least concern involved current preparation to assume an academic position. Finally, respondents agreed on several incentives that would be helpful in overcoming hesitancy in applying for an academic position, including reducing politics in the tenure process, increasing salary, and increased availability of academic positions that emphasize applied work. Implications for current trainers are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Support levels of undergraduate psychology departments in four-year colleges and universities.

Presents data on the budgetary and personnel support characteristics of undergraduate psychology departments, based on the questionnaire responses of 256 department chairmen. Items include staff-student ratio; dollar support per student; faculty salary budget; faculty-classroom contract hours per week; supply, equipment, and travel budgets; and percent of salary increase for 1972. The data establish a normative base for undergraduate departments which may be used to compare the adequacy of support levels of individual programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Three-year budgetary and support changes in psychology departments offering graduate programs.

Surveyed psychology departments in the United States which offer graduate programs during each of the 3 academic years from 1968-1970. Survey items were designed to collect data on nonfederal dollar support for budgetary and personnel categories, e.g., staff-student ratios, secretary-staff ratios, and percent salary raise/yr. Data generally reflect a failure of the support base to keep pace with increasing student enrollments. The increasing budgetary austerity which confronts most academic departments is briefly discussed in terms of possible discretionary measures which are available to most departments and which could be employed to improve the cost-effectiveness of departmental operations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some characteristics of jobs announced in the APA Monitor..

For this study, all 2,914 first-time U.S. job advertisements listed in the 1984 APA Monitor were content analyzed. Findings include data on types of jobs advertised, academic levels, salary, job duration, month of first announcement, and areas of psychology. These data complement employment surveys to provide information about job availability for psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practices in the recruitment and hiring of faculty for psychology departments in Canadian universities.

Investigated faculty recruitment and hiring practices of psychology departments in Canadian universities, as well as the job search experiences of recently hired male and female faculty. Questionnaires were sent to 61 departments and 105 faculty, and data from 38 completed department questionnaires and 64 faculty questionnaires were analyzed. Results indicate that the majority of psychology departments lacked complete affirmative action policies, and many lacked other specific requirements for ensuring participation by women. In spite of some deterrents to full equality, including a salary differential favoring men, it appears that women are being hired in proportion to their representation in the psychology labor force. Differences in male and female applicants that may favor the hiring of male faculty were found to be few. (French abstract) (24 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Employment and career status of women psychologists.

Examined the employment status of doctoral recipients in psychology from 1960-1970. Data collected by the Office of Scientific Personnel of the National Academy of Sciences, provided the information for these analyses. The career status of academic female psychologists as compared to male psychologists is examined and discussed utilizing national data on faculty collected by the Carnegie Commission of Higher Education and the American Council on Education. This investigation of the career status of academic psychologists clearly documents the relatively low status of academic women in psychology in comparison to their male colleagues. Although it could be argued that the female psychologist's lower rank, lower salary, and lack of tenure are a consequence of merit consideration (e.g., degree held, publications), these analyses suggest strongly that such is not the case. Among new PhDs women have always had a somewhat harder time locating employment than have men, and these sex differences have been increasing in the recently tightening job market. Compared to sex differences in academic rank, salary, and tenure, however, the relative difficulty that the new woman PhD finds in securing initial employment appears to be minor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology majors in the paraprofessional role.

Surveyed 39 employed mental health paraprofessionals (mean age 27.6 yrs) with undergraduate degrees in psychology in an attempt to clarify the characteristics of their positions, their satisfaction with the paraprofessional role, and the relevance of undergraduate training in psychology to their work. Ss were engaged in a variety of tasks with particular emphasis on therapeutic intervention with diverse client populations. Their average salary of $10,184 is comparable to that received by other social science baccalaureates, but over half had no opportunity for promotion. These paraprofessionals expressed the greatest satisfaction with their job duties, less with their salaries and promotion opportunities. A majority reported that they did not intend to remain in their positions longer than a year, and 62% were either currently enrolled in or planning to begin graduate study. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organizational structure and roles of psychologists in schools of medicine.

Conducted a questionnaire survey of medical school psychologists to assess attitudes toward work, advantages and disadvantages of working in medical schools, organizational structure, job satisfaction, and salary, from which 794 usable responses were obtained. 90% of Ss preferred that psychology be represented as an independent department or as part of an autonomous department of behavioral science. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Voluntary turnover and job performance: Curvilinearity and the moderating influences of salary growth and promotions.

The relationship between job performance and voluntary employee turnover was investigated for 5,143 exempt employees in a single firm. As hypothesized, support was found for E. F. Jackofsky's (see record 1987-09010-001) curvilinear hypothesis, as turnover was higher for low and high performers than it was for average performers. Two potential moderators of the curvilinearity were examined in an attempt to explain conflicting results in the performance-turnover literature. As predicted, low salary growth and high promotions each produced a more pronounced curvilinear performance-turnover relationship. Most notably, salary growth effects on turnover were greatest for high performers, with high salary growth predicting rather low turnover for these employees, whereas low salary growth predicted extremely high turnover. Additionally, once salary growth was controlled, promotions positively predicted turnover, with poor performer turnover most strongly affected. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The first generation of women psychologists and the psychology of women.

At the end of the 19th century, psychology was among the most hospitable of the sciences in admitting women to its ranks. Among this so-called first generation of women psychologists were a number of individuals who aggressively challenged the prevailing stereotypes concerning the psychological characteristics of women and men. Further, many of these women actively promoted equal educational and professional opportunities for women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Harriet Easterbrooks O’Shea (1895–1986).

Presents an obituary for Harriet O'Shea, a major influence in the application of psychology to children, families, counseling, psychotherapy, and schools. She was equally concerned with the development and strengthening of organizations that united academic and applied psychologists, and with making these organizations more effective in legislative arenas and public policy development. For most of her professional career, she was at Purdue University, moving through the ranks from associate professor to professor emeritus. In keeping with her life history of multiple involvements she not only taught courses in child and adolescent development, clinical psychology, and the usual introductory, general, and educational courses, but she also expanded the teaching and clinical resources in related fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisory and administrative clinical psychologists in U. S. psychiatric hospitals.

An analysis of job titles, salary ranges, education and experience requirements, working hours, etc., of clinical psychology positions requiring supervisory and/or administrative duties. It was concluded that the APA "could assist in standardization of titles and duties, equalization of salaries, and the definition of proper training for such roles." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generalizability of MBA degree and socioeconomic effects on business school graduates' salaries.

Tested the generalizability of findings reported by J. Pfeffer (see record 1978-26287-001) by examining the determinants of starting and current salaries for 314 graduates (mean age 29 yrs) from the business schools of 3 large state universities. Results support Pfeffer's conclusion that a master's in business administration (MBA) is particularly useful for persons not coming from the highest socioeconomic backgrounds. A variety of factors identified by Pfeffer were controlled for, and the possession of the MBA degree was positively related to starting salary irrespective of socioeconomic origin but was positively related to current salary only for those not coming from upper-middle and upper-class backgrounds. Current salary sex differences only were observed for Ss from upper-class socioeconomic backgrounds. This was attributable to a salary advantage possessed by upper middle- and upper-class males. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Descriptive, theoretical, and behavioral characteristics of subdoctoral school psychologists.

Reports an analysis of theoretical and behavioral characteristics of a group of applicants and enrollees to an advanced National Defense Education Act Institute held for school psychologists in 1967. Data collected are discussed in relationship to the training, background, theoretical orientation preferences, work load and time allocation to alternate school psychology activities, and behavioral characteristics of applicants and enrollees. Findings suggest that theoretical orientation does appear to effect dimensions of school psychology practice. Factor analyses and step-wise regressions were completed on both paper-pencil measures and observational data obtained from video tape analysis. Results suggest that school psychologists have been recruited for the most part from the ranks of teachers and counselors within the public school setting. Traditional and novel predictors and multiple criteria are discussed in relationship to the emergence of a task-oriented social-learning model for school psychology training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)