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Development and Validation of the Workplace Climate and Persistence Scale for STEM Faculty Framed in Intersectionality of Gender, Race/Ethnicity, and Socioeconomic Background

Author

Listed:
  • So Yoon Yoon

    (University of Cincinnati)

  • Julie L. Aldridge

    (The Ohio State University)

  • Monica F. Cox

    (The Ohio State University)

  • Joyce B. Main

    (Purdue University)

  • Ebony Omotola McGee

    (Vanderbilt University)

  • Meseret F. Hailu

    (Arizona State University)

Abstract

Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) faculty composition remain a major issue in U.S. higher education. Specifically, the underrepresentation of women of color has been described as a crisis. We developed the Workplace Climate and Persistence Scale (WCPS) for STEM faculty to assess departmental-level climate factors associated with faculty persistence, using a framework of the intersectionality of gender, race/ethnicity, and socioeconomic background. To validate the WCPS, we conducted analyses for construct validity, internal consistency reliability, and criterion validity evidence using data from 394 STEM faculty at three universities. Exploratory and confirmatory factor analyses resulted in 43 items loading across nine factors in a good model fit range. The nonlinear SEM reliability coefficients ranged from .811 to .971, with the overall Omega = .991. The correlation matrix indicated that the WCPS differentiates STEM faculty’s perceptions by multiple social identities. We expect the WCPS to help administrators identify where to target approaches to improve climate and assess the effectiveness of such interventions.

Suggested Citation

  • So Yoon Yoon & Julie L. Aldridge & Monica F. Cox & Joyce B. Main & Ebony Omotola McGee & Meseret F. Hailu, 2023. "Development and Validation of the Workplace Climate and Persistence Scale for STEM Faculty Framed in Intersectionality of Gender, Race/Ethnicity, and Socioeconomic Background," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(6), pages 933-958, September.
    • Handle: RePEc:spr:reihed:v:64:y:2023:i:6:d:10.1007_s11162-022-09724-5
    DOI: 10.1007/s11162-022-09724-5
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    References listed on IDEAS

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    1. Genia M. Bettencourt, 2021. "“I Belong Because It Wasn’t Made for Me”: Understanding Working-Class Students’ Sense of Belonging on Campus," The Journal of Higher Education, Taylor & Francis Journals, vol. 92(5), pages 760-783, July.
    2. Nicole R Thomas & Daniel J Poole & Joan M Herbers, 2015. "Gender in Science and Engineering Faculties: Demographic Inertia Revisited," PLOS ONE, Public Library of Science, vol. 10(10), pages 1-9, October.
    3. Ronda Callister, 2006. "The Impact of Gender and Department Climate on Job Satisfaction and Intentions to Quit for Faculty in Science and Engineering Fields," The Journal of Technology Transfer, Springer, vol. 31(3), pages 367-375, May.
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