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CHOOSING A PATH TO THE ANCIENT WORLD IN A MODERN MARKET: THE REALITY OF FACULTY JOBS IN ARCHAEOLOGY

  • Robert J. Speakman (a1), Carla S. Hadden (a2), Matthew H. Colvin (a3), Justin Cramb (a4), K.C. Jones (a4), Travis W. Jones (a3), Corbin L. Kling (a5), Isabelle Lulewicz (a3), Katharine G. Napora (a3), Katherine L. Reinberger (a3), Brandon T. Ritchison (a4), Maria Jose Rivera-Araya (a6), April K. Smith (a4) and Victor D. Thompson (a4)...
Abstract

Over the past 30 years, the number of US doctoral anthropology graduates has increased by about 70%, but there has not been a corresponding increase in the availability of new faculty positions. Consequently, doctoral degree-holding archaeologists face more competition than ever before when applying for faculty positions. Here we examine where US and Canadian anthropological archaeology faculty originate and where they ultimately end up teaching. Using data derived from the 2014–2015 AnthroGuide, we rank doctoral programs whose graduates in archaeology have been most successful in the academic job market; identify long-term and ongoing trends in doctoral programs; and discuss gender division in academic archaeology in the US and Canada. We conclude that success in obtaining a faculty position upon graduation is predicated in large part on where one attends graduate school.

Durante los últimos 30 años, el número de doctorados en antropología ha aumentado en un 70%, pero no ha habido un aumento correspondiente en la disponibilidad de nuevas plazas docentes. Como consecuencia, hoy los arqueólogos con doctorado se enfrentan a más competencia que nunca al solicitar puestos de profesor. En este artículo examinamos las instituciones de origen de los docentes en arqueología antropológica en Estados Unidos y Canadá y las universidades donde eventualmente terminan enseñando. Usando los datos derivados del AnthroGuide de 2014–2015, clasificamos los programas de doctorado cuyos graduados en arqueología han tenido más éxito en el mercado de trabajo académico, identificamos las tendencias a largo plazo y en curso en los programas doctorales y discutimos las divisiones de género en la arqueología académica en los Estados Unidos y Canadá. Llegamos a la conclusión que el éxito en obtener una plaza docente después de graduarse se basa en gran parte en la institución donde se frecuenta el programa de posgrado.

Copyright
Corresponding author
(archsci@uga.edu, corresponding author)
(vdthom@uga.edu, corresponding author)
References
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American Antiquity
  • ISSN: 0002-7316
  • EISSN: 2325-5064
  • URL: /core/journals/american-antiquity
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