Fuller, Steve (2006) American ambivalence toward academic freedom. Behavioral and Brain Sciences, Vol.29 (No.6). pp. 577-578. doi:10.1017/S0140525X06009228 ISSN 0140-525X.

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Abstract

Why are U.S. academics, even after tenure and promotion, so timid in their exercise of academic freedom? Part of the problem is institutional – academics are subject to a long probationary period under tight collegial control – but part of the problem is ideological. A hybrid of seventeenth-century British and nineteenth-century German ideals, U.S. academia – and the nation more generally – remains ambivalent toward the value of academic freedom, ultimately inhibiting an unequivocal endorsement.

Item Type:	Journal Article
Subjects:	L Education > LC Special aspects of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Faculty of Social Sciences > Sociology
Library of Congress Subject Headings (LCSH):	College teachers -- Tenure -- United States, Academic freedom -- United States, College teaching -- United States, Education, Higher -- United States, Teaching, Freedom of -- United States
Journal or Publication Title:	Behavioral and Brain Sciences
Publisher:	Cambridge University Press
ISSN:	0140-525X
Official Date:	December 2006
Dates:	Date Event December 2006 Published
Volume:	Vol.29
Number:	No.6
Page Range:	pp. 577-578
DOI:	10.1017/S0140525X06009228
Status:	Peer Reviewed
Access rights to Published version:	Open Access (Creative Commons)
Version or Related Resource:	Written as a response to: Ceci, S.J., Williams, W.M. and Mueller-Johnson, K. (2006). Is tenure justified? An experimental study of faculty beliefs about tenure, promotion and academic freedom. Behavioral and Brain Sciences, 29(6), pp. 553-569.

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