在過去幾十年中，美國大專院校的教研人員之組成產生了許多改變，最明顯的是女性與外國出生的教研人員人數顯著增加，尤其是資淺的教師更為明顯，他們活化了校園的生態，並且開拓了多樣的研究視角；而在外國出生的教研人員來源國方面也產生了一些變化，從原本以歐洲地區為主逐漸轉向亞洲地區。新的教研人員面臨了各種不同的挑戰，因為他們必須努力地獲得學術地位，並且在美國的大學系所當中取得終身職。儘管所有的新進教研人員都面臨到共同的經驗，但性別與不同的來源國影響著個人如何感受與陳述在工作場域所面臨的挫折與困頓。如同其他的專業領域一般，女性人數的增加帶來了一些複雜性，例如家庭責任方面。國外出生之教研人員數量的提高也增加了溝通不良與困惑的情.。本研究透過討論高等教育當中勞動力組成之轉型的議題，期望能對教研人口的經營與群體的維繫有所助益。

University and college campuses in the United States have seen multiple changes in faculty composition over the past several decades, most notably an increase in women and foreign-born faculty, particularly in junior-level positions, enhancing campus life and broadening research perspectives. The origins of foreign-born faculty have also been changing, moving from primarily individuals of European origin to a
growing representation of those coming from Asia. New faculty face a variety of challenges as they strive to obtain a position and achieve tenure in American academic departments, and while there are common experiences for all early-career faculty, gender and national origin affect how individuals perceive and address obstacles in
the workplace. As with other professions, the rise in women brings complications including those related to family responsibilities, and the growth of foreign-born faculty members increases opportunities for miscommunication and confusion. The manner in which institutions of higher education address these issues in their changing workforces will help inform their management and maintenance of faculty populations.