Librarian faculty status: Exploring inequality regimes in a comparative case study

Abstract

Faculty status for librarians is one of the most debated topics within academic librarianship (Bailey & Becher, 2022). Professional associations argue that faculty status benefits librarians, but little empirical work has explored how faculty status plays out in real-world settings (Galbraith, Garrison, & Hales, 2016). This study investigates whether faculty status helps librarians overcome barriers using a comparative case study of two academic libraries representing polarity on this issue. One library offers librarians tenure-track faculty appointments; the other classifies librarians as staff. Through qualitative analysis of semi-structured interviews, the study explores administrative obstacles faced by librarians and whether faculty status ameliorates them. This study also examines if debates over librarian faculty status ignore inequality regimes (Acker, 2006) that may appear in both faculty and staff settings. Surprisingly, findings reveal faculty status is associated with more workplace hierarchies and stress, especially for female librarians. Contrary to claims made by faculty status proponents, most librarians feel equally undervalued by disciplinary faculty regardless of status. Ultimately, blanket recommendations for faculty status seem ineffective, and nuanced solutions tailored to local contexts better serve librarians. This study encourages an honest dialogue to empower librarians based on individual needs, not rigid assumptions.