A “Chillier” Climate for Multiply Marginalized STEM Faculty Impedes Research Collaboration
A “Chillier” Climate for Multiply Marginalized STEM Faculty Impedes Research Collaboration
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DOI：
10.1007/s11199-021-01259-w
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发表时间：
2022-01
期刊：
影响因子：
3.8
通讯作者：
E. Griffith;Ethel L. Mickey;N. Dasgupta
中科院分区：
文献类型：
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作者：
E. Griffith;Ethel L. Mickey;N. Dasgupta
研究合作是教师在科学、技术、工程和数学（STEM）领域取得职业成功的关键。然而，很少有研究考虑来自多个边缘身份群体的教师与来自多数群体的同事相比如何经历合作。本研究通过研究跨多个边缘群体的教师合作经验的异同，以及部门氛围在这些经验中的作用，填补了这一空白。一项针对一所大型公立研究型大学STEM教师的调查发现，在性别、种族和性取向方面，来自代表性不足群体的教师在系级研究合作中有更多的负面经历。此外，具有多重边缘身份的教师的合作经历比具有单一边缘身份或没有边缘身份的教师更糟糕。他们还认为自己所在部门的氛围不那么包容、公平和透明；他们觉得自己的意见在部门里比多数族裔的同事更不受重视。消极的部门氛围，反过来，介导和预测不友好的经验与部门一级的研究合作。这些数据表明，与来自多数群体的同龄人相比，不同身份群体的许多边缘化教师都有一些共同的“寒冷”系里气候的经历，这阻碍了科学合作的机会，而科学合作是教师成功的关键因素。这些发现对保留大学STEM系的不同教师具有政策意义。
Research collaboration is key to faculty career success in science, technology, engineering, and mathematics (STEM). Yet little research has considered how faculty from multiply marginalized identity groups experience collaboration compared to colleagues from majority groups. The present study fills that gap by examining similarities and differences in collaboration experiences of faculty across multiple marginalized groups, and the role of department climate in those experiences. A survey of STEM faculty at a large public research university found that faculty from underrepresented groups – in terms of gender, race, and sexual orientation – had more negative experiences with department-level research collaborations. Moreover, faculty with multiply marginalized identities had worse collaboration experiences than others with a single marginalized identity or none. They also perceived their department climate to be less inclusive, equitable, and transparent; and felt their opinions were less valued in their department than colleagues from majority groups. Negative department climate, in turn, mediated and predicted less hospitable experiences with department-level research collaborations. These data suggest that multiply marginalized faculty, across different identity groups, share some common experiences of a “chilly” department climate relative to their peers from majority groups that impede opportunities for scientific collaboration, a key ingredient for faculty success. These findings have policy implications for retention of diverse faculty in university STEM departments.