Faculty commitment to basic skills: A mission in California community colleges

The purpose of this study was to investigate faculty commitment to basic skills as an organizational mission of the California community college system. Empirical research provided the level of commitment among faculty members.;This study determined whether there are group-related differences in faculty members' commitment to basic skills. Related to this research question is whether there are differences in commitment between full-time and part-time faculty, or differences based on gender, ethnicity, and faculty participation. Finally, can commitment be predicted by educational experience?;Findings from the analysis determined there are differences in commitment scores based on gender, with females having significantly higher scores than males. There were differences in faculty commitment scores related to differences in faculty participation. Faculty teaching basic skills have significantly higher scores than those who have never taught basic skills. Analysis of survey responses indicate that those teaching presently have a significantly higher commitment to basic skills than those who have taught basic skills courses in the past. However, there were no significant differences between faculty who never taught and those who have taught basic skills in the past. Furthermore, there are no significant differences in faculty commitment scores based on the faculty members' race.;The multiple regression model predicting faculty commitment based on number of years spent teaching at the community college level, the number of years spent at the current institution, the gender of a faculty member, and the level of participation in basic skills is significant. Analysis showed that both gender and participation were significant predictors of faculty commitment.