Experiences and Challenges of Pretenure U.S. College Faculty: Phenomenological Analysis and an Adlerian Intervention

Abstract: Early-career academics face challenges like stress, burnout, heavy workloads, job insecurity, work–life balance struggles, and limited institutional support. Despite this, phenomenological research on their experiences remains scarce, particularly regarding counseling interventions. This study explores the experiences of 10 U.S. pretenure faculty members through descriptive and interpretative phenomenological analysis, incorporating the Adlerian early recollection (ER) technique. Positive emotions such as enjoyment and passion were linked to work, while frustration, anxiety, and stress were common negative emotions. Participants valued research, teaching, flexibility, and societal impact but identified challenges with tenure, workload, caregiving roles, and inclusion. The ER technique successfully helped participants gain insights into work challenges, offering a potential tool for intervention.