The distribution of family friendly benefits policies across higher education institutions: A cluster analysis

Abstract

Although the underrepresentation of women in science and engineering tenure- Track faculty positions is often linked to the conflict between childcare responsibilities and the normative academic tenure- Track pathway, previous studies have tended to focus on individual life choices, rather than the effects of institutional-level policies and structure. More recent research on work/life policies in higher education have pushed our understanding of how organizational structure and political climates at the department and institution levels influence the ability of faculty members to integrate career and life responsibilities. Many postsecondary institutions offer more generous work/life benefits than required by the 1993 Family Medical Leave Act (FMLA), which provides employees with 12 weeks of unpaid, job-protected leave for family and medical reasons per year if the employee has worked for the employer at least 12 months. The types of family-related benefits offered, however, vary greatly across postsecondary institutions in the United States. Taking a systems view of higher education institutions, this study uses kmeans cluster analysis to identify how institutions cluster and the availability of parental leave and childcare benefits at clusters of similar institutions. By so doing, the paper highlights the rates at which different types of institutions adopted family-friendly policies since the FMLA. Results indicate that the adoption of family-related benefits (paid maternity leave, paid paternity leave, and subsidized childcare) increased during the time period following the enactment of FMLA, suggesting FMLA had some impact on the system. The increase in family-related benefits is associated with an academic institution's expenditures. Research institutions are more likely than master's, bachelors and associates institutions to offer a greater number of benefits. This study provides a historical national perspective of academic institutions' efforts to facilitate work-life integration among faculty with implications for helping administrators, policy makers, and other stakeholders shape educational policy. © American Society for Engineering Education, 2014.