Date of Conferral
7-25-2024
Date of Award
July 2024
Degree
Doctor of Psychology (Psy.D.)
School
Psychology
Advisor
Rich Thompson
Abstract
Gender discrimination and the underrepresentation of women of color in faculty positions in higher education institutions, especially in the science, technology, engineering, and mathematics (STEM) departments, is a research and policy problem. Despite efforts to improve diversity and inclusion in higher education workplaces, women of color remain largely underrepresented among STEM faculty. Informed by Adams’s equity theory, Tajfel’s social identity theory of organizational commitment, and Bell’s critical race theory, the purpose of this quantitative cross-sectional study was to examine the relationship between diversity and organizational commitment and inclusion and organizational commitment among faculty women of color. Survey data were collected from 118 African American women across higher education institutions in the United States. For this sample, descriptive statistics show moderately high perceptions of diversity, inclusion, and organizational commitment. Multiple regression analysis was used to test the hypotheses. The regression analysis also revealed a statistically significant and positive relationship between perceived diversity and the organizational commitment of African American women faculty working in STEM. There was a small positive but statistically nonsignificant relationship between perceived inclusion and organizational commitment of African American women faculty working in STEM. Results may provide insights to inform policies and practices for fostering a supportive and inclusive academic environment.
Recommended Citation
Reese, Sherri, "Workplace Diversity, Equity, and Inclusion in the Retention of Faculty Women of Color in Science, Technology, Engineering, and Mathematics" (2024). Walden Dissertations and Doctoral Studies. 16348.
https://scholarworks.waldenu.edu/dissertations/16348
