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Disappearing Jobs

December 18, 2008

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For a few months now, reports on this year's job hunts in English and foreign languages have been depressing, as departments and candidates have seen searches called off.

Today the Modern Language Association is releasing information on just how bad the situation is: The number of job postings in the MLA's Job Information List will be down 21 percent in 2008-9, the steepest annual decline in its 34-year history. For English language and literature, the drop will be 22.2 percent and for foreign languages, 19.6 percent. Not all jobs are listed with the MLA, so the figures don't cover every position, but the MLA's postings have tracked consistently with national trends, especially for the assistant professor positions that are so desirable to new Ph.D.'s who want to land on the tenure track.

In another notable change this year, however, the percentage of the MLA's job listings that are for assistant professor positions on the tenure track dropped to 56 percent from 60 percent. The percentage of foreign language jobs on the tenure track remained stable at 55.5 percent. Within the foreign language jobs, the greatest number of positions is in Spanish, but a trend of recent years -- in which Spanish is less dominant than it was previously -- is continuing.

But whether in English or foreign languages, the news isn't good for job seekers. Rosemary G. Feal, executive director of the MLA, said many people on the job market would find "precious few attainable positions." She said that she worried that more of the hiring that does take place will be off the tenure track. In the last two months, many colleges and universities have imposed hiring freezes and some have said that many adjuncts won't be offered positions for next semester or the fall.

If patterns of past recessions hold, however, those institutions with enrollment increases -- especially community colleges and urban publics that attract many more students in bad economic times -- will at the last minute hire instructors for non-tenure track positions. This would of course exacerbate the situation the MLA recently warned about in a report: the gradual replacement of tenure track positions in English with adjunct slots.

The number of new Ph.D.'s in English and foreign languages has dropped modestly in recent years -- but in nothing like the percentages that jobs appear to have vanished for the coming academic year, so the reduction in the number of jobs won't be offset by a decline in the supply of new academic talent. Adding to the concern is that while the job market has been better in recent years, there are still many people with humanities doctorates working off the tenure track or without full-time positions -- people still looking for their first real job security and benefits. And the conditions in English and foreign languages aren't unique to those fields -- many humanities disciplines are expecting much tighter job markets this year.

For English jobs, the 1,420 positions the MLA lists this year is a drop from 1,821 last year. While the English totals hovered between 1,000 and 1,200 for several years during the mid-1990s, they have not been as low as this year's figure since 1997-8. For foreign languages, this year's MLA total is 1,350, the smallest number of jobs since 2003-4.

It is also important to note that some of the positions that have been listed with the MLA may not be filled. Some departments that were authorized in the fall to conduct searches -- and that advertised them -- have called them off. In other cases, searches are continuing, but with the expectations that deans or presidents will decide later how many departments will actually be able to make offers.

There was one bit of positive news in the study in terms of the goals of the MLA. While the association has applauded the increased interest of many students and colleges in Spanish, MLA leaders have worried that some departments lacked the resources to teach other languages. In 2000, just over half of the foreign language jobs were in Spanish, crowding out other European languages and also some of the non-European languages that many experts want to see more Americans study. This year, Spanish is down to just over one third of the positions.

Job Postings in Foreign Languages, October 2008

Spanish 33.4%
French 12.9%
German 7.8%
Italian 5.6%
Arabic 4.5%
Chinese 4.5%

Data released by the MLA show notable increases in this decade for Arabic and Chinese. In 2000, the former represented only 0.5 percent of positions and the latter 1.4 percent of positions. The association also noted a large increase since 2000 -- to 20.9 percent from 13.5 percent -- in interdisciplinary positions for which the language is open.

Within English positions, British literature held on to its title as the most popular specialty, although it was down to 19.5 percent of positions from last year's 22 percent.

Job Postings in English, October 2008

British literature 19.5%
Rhetoric and composition 16.7%
Multi-ethnic literature 14.2%
Creative writing 11.2%
American literature 7.3%
See all postings »
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Comments on Disappearing Jobs

  • decline in funding for higher ed
  • Posted by David Hiple at University of Hawaii on December 18, 2008 at 5:40am EST
  • It is lamentable that funding for higher ed continues to decline. Our country should be investing in training and employing the scholars of the future.

  • Posted by Robert Crossley , Professor of English at University of Massachusetts Boston on December 18, 2008 at 5:40am EST
  • While the figures on the decline of tenure track jobs are not surprising--no one thought English and foreign language departments would be inoculated from the larger economic collapse--the timing of this news couldn't be worse. Many insititutions, especially publics, have been trying in recent years to rebuild faculties that are now aging and depleted after decades of underfunding and understaffing. The disappearance of so many tenure-track positions means that departments already weakened by unreplaced retirements will find more of the work and more of the leadership roles falling to young, recently hired, and overburdened colleagues who are still working to develop their teaching repertoire and trying to make increasingly scarce time for their research.

  • What about the students?
  • Posted by Frank , Former member at Working-Class Students Group on December 18, 2008 at 9:36am EST
  • Oh, my .. the poor scholars of MLA. One TT opening draws 75 well-qualified applicants. Oh, my ..

    Uh .. what about the students? The poor schlups leaving the Ivory Tower with an average debt of $20,000? (Not including credit card debt.) Or the 44% of those freshman of six years ago without their degrees?

    Anyone care about them?

    Nah. Yesterday's news. Got to get those pension credits.

    Next!

  • Re: Frank, and the students
  • Posted by Robert on December 18, 2008 at 10:03am EST
  • Frank,

    The article was about the loss of jobs for faculty in languages, so I don't think it's fair to complain that someone's not caring about students here. The article was simply on a different topic.

    That being said, there is a connection between this topic and that of students. We're all in the same boat here. For as administrators face less and less funding for higher education (especially public higher education), they typically pursue two courses of action: (1) reduce TT jobs (the subject of this article) and replace them with adjunct gigs, and (2) charge students higher tuition in order to replace funding declines elsewhere. Fewer quality faculty jobs, increasing student debt and drop-out rates, and lowered morale for all are the common result of these funding declines.

    So I'd suggest that there's no need to pit faculty against students. We're all in this together, and should be uniting to make sure that the funding declines stop. In-fighting only gets us more of the same as systemic problems go unaddressed.

  • Frank's comment
  • Posted by Adjunct in California on December 18, 2008 at 11:02am EST
  • To those correctives, Frank, I would add that the decline in English and foreign language studies that results from over-burdened language arts faculty teaching in departments allowed to deteriorate, damages students in another way, and with long term consequences: your ability to write and present yourself articulately and professionally, in school or later in life. As an art historian, I see this all the time among my students. It is a tragedy, because you all are paying the price for short term, bad decision-making on the part of administrations. You need to think to the long term. That's why you are in school.

  • We, Paleface?
  • Posted by Frank on December 18, 2008 at 1:00pm EST
  • Excuse me -- students pay, not faculty. Just robotically adding more TTs will NOT drive down student tuition.

    Thinking and working smarter -- not just dumping more costs on the backs of students. And having high expectations from P3-P12.

  • tuition raises and faculty
  • Posted by Hana , Assoc. Prof. on December 18, 2008 at 1:50pm EST
  • Our job searches in languages are not taking place. Tuition is going up but is set by the state. It goes directly into state coffers to balance the dismal state budget. We get small raises that do not keep up with the cost of living.
    All-adjunct depts. will not survive. It's all a revolving door with no solidarity. I can name a couple of adjuncts in my own dept. The rest - I never see them. How do you keep a dept. going when they are not even available for meetings? It becomes an at-will hire and fire.
    The need for critical languages in this country is becoming more crucial; meanwhile, the states are cutting areas that are the most useful for government jobs and for burgeoning study abroad programs -the latter are already emanating from seriously understaffed and underpaid study abroad offices. I shudder to think if I ever had to evacuate student and should find "no one at home" in study abroad.
    The students will suffer for this. They think we are paid by tuition. We are paid by tax payers. Wait till the parents find out how the state budget is being helped out on their backs. Zilch to the universities - 100% to those who have created this financial mess in the first place.

  • Latest Dip In The Long-Term Decline
  • Posted by Scrawed on December 18, 2008 at 2:47pm EST
  • This is just the latest dip in a long-term decline. Foreign language study, for several reasons I've articulated elsewhere on this site, is a sucker's game in most of the English-speaking world. Employers in the U.S. and many other places just don't hire for foreign language fluency. Not even the U.S. State Department hires on this basis. Hence, we should not expect anything other than declines in enrollments in foreign languages in this country. Short of a massive nation-wide change in attitude on this (and I don't mean among students), there will be no recovery. It's a shame, but the dollars have voted.

    English literacy will not get college graduates hired even for positions for which it ought to be required. Even the Wall Street Journal has shown a noticeable decline of late, having recently run a front-page article that failed to distinguish between "principle" and its homonym - which is probably a 4th or 5th grade-level error. Can't spell? No fear, there's always "spellcheck." Some newspapers even offshore-outsource news coverage, editing, and morgue management - which also sends a clear signal that one does not have to have a firm command of English to work for an English-language publication in producing content or in material management. Other areas of the economy have shown little resistance to hiring foreign nationals with shaky grasps of English fundamentals - engineering, sciences, business, and even academia all have their share. One knows English competency is a dead cause when one's operations research instructor can't speak the language coherently and when neither one's neural networks professor nor the course TA can convey material adequately in the language of instruction. Again, short of a large-scale and diffuse change of attitude on this (and again, I'm not referring to the students) don't expect any kind of recovery. It's disgraceful, but again, the dollars have voted.

    If increased enrollments in foreign languages and English are truly desired, if these skills are ACTUALLY needed (and I would argue they are), then incentives have to exist in the wider economic and cultural environment for the pursuit of these subjects. At present such incentives are nearly non-existent.

  • But I am a student, Frank
  • Posted by nc on December 18, 2008 at 4:41pm EST
  • As are many, many job seekers. I've been a student for a decade, choosing to become a scholar because I want to educate future students. Many of the "poor scholars" are working students. We T.A., tutor, adjunct, teach SAT prep, and wait tables, so we can survive years of graduate student stipends.

    Most of us agree that tuitions are too high and want to see relief for our students. However, we also want jobs because we've worked hard and sacrified for them.

  • Posted by Reader on December 18, 2008 at 4:45pm EST
  • Is the number of jobs down, or the number of job ads in the MLA listings down? Since there are other outlets for publishing jobs (InsideHigherEd, Higheredjobs.com, chronicle.com, etc.) perhaps some schools are advertising jobs elsewhere than in MLA listings.

  • Close half of all English graduate departments now
  • Posted by Gypsy Boots on December 18, 2008 at 6:05pm EST
  • We've been reading a lot of commentary lately about why Detroit should not be bailed out when it caused its own problems by producing cars that consumers wouldn't buy.

    Shouldn't the same logic apply to the vast overproduction of English Ph.D's, which, like Detroit's dysfunction, has been going on for decades?

    Between half and two-thirds of all graduate English departments need to close immediately. None of the professional organizations will speak this obvious truth, because they are all invested in the system and their members staff these departments.

    Most English graduate departments are tying up resources unproductively. They produce graduates who have little or no chance of getting on the tenure ladder.

    The years students waste in these programs cost them tens of thousands of dollars, or more, in lost earnings, not even counting debt incurred. Graduate students lose the chance to establish themselves in other careers in their twenties or thirties, instead of their forties or fifties, when most are forced to try anyway.

    And let's not even talk about any mythical benefit of graduate degrees for non-academic careers. An English Ph.D. and $3.50 will buy you a Mocha Frappucino at Starbuck's--where you may well find yourself working.

    When the demand for what you have to offer evaporates, read the market and do what is necessary--like we unemployed and under-employed English Ph.D's all had to do.

  • Dime a Dozen
  • Posted by Eternal Adjunct on December 27, 2008 at 10:20pm EST
  • I agree with you, Gypsy. The glut of humanities (not just English) scholars compared to available jobs is ridiculous.

    Students can no longer afford to pursue degrees in professions with no job opportunities. When no grad students sign up for English/humanities programs, even tenured faculty won't stay employed.

  • Lost Generation
  • Posted by L. Dunick at UIUC on January 22, 2009 at 10:30am EST
  • I'm one of those MLA job seekers who won't be getting a job this year--and from what my chair says, it won't be any better next year. It's a shame, really, because I have a feeling that there is going to be a whole generation of my peers who will either settle for adjuncting (which will sap so much of their time that their research will fall aside) or leave academia all together because they know they deserve more than a glorified substitute teacher position. There is a whole lot of talent that is going to be lost to the discipline unless something changes.

    I think it's especially telling that other disciplines aren't suffering in quite this way. A friend of mine in Econ was on the market this year--and he had no trouble finding jobs to apply to. This has a lot to do with the fact that Econ PhDs just aren't willing to work for the peanuts that adjuncting pays. There's no ready supply of willing teachers, so departments have to fork over the funding for tenured appointments. Why is Econ more important than teaching students to read and write well? I think that we in the discipline need to start understanding our own value and need to be willing to walk away. I know that I'm at the point that I am. I've spent too long training to be a professor to have to settle for a non-tenured position somewhere.

  • cough it up.
  • Posted by New Adjunct , Ph.D/English at Washington University in St. Louis on May 18, 2009 at 5:30am EDT
  • The problem here has little to do with the fact that there are too many Ph.D's. We should most certainly not consider closing one Graduate program. Staffing issues are already a nightmare at most schools, with adjuncts being asked to take on unfathomable 4/4 loads or, in some new, horrifying cases that I've seen in several job postings this year, 5/5 loads. Given that the current crisis is in the area of funding and not in the area of staff requirements or student needs, the problem lies squarely with administrators and boards that have chosen a neo-liberal (i.e. conservative) model of super-capitalism whereby to run our schools. Walter Benn Michaels addressed this probelm at the MLA's "Why Teach Literature, Anyway?" panel last year - go, get a copy of his talk. The answer to all the problems - cough up the money and start paying those who deserve it a living wage. At my institution, endowment is down 40% - why? Because the chairman of the board, who works for Bank of America, lost it in the housing market. Well, he's the one that should be fired - or better yet, let him teach a 5/5 load for 25,000 a year with no benefits.

    Union now! Our system of higher education has been taken over by the same moguls who ran the country into the ground, and we should get French Revolution on their a*&!@@ We teach, they don't. We educate, they just lose money.