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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v16.i4.30
pages 319-341

EMPOWERING WOMEN FACULTY IN STEM FIELDS: AN EXAMINATION OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

Kelly Mack
Linda R. Johnson
University of Maryland Eastern Shore
Kamilah M. Woodson
Howard University
Alan Henkin
College of Education, University of Iowa
Jay R. Dee
University of Massachusetts Boston

RÉSUMÉ

This study examines components of the academic work environment that contribute to science, technology, engineering, and mathematics (STEM) faculty members' perceptions of empowerment in the Historically Black Colleges and Universities (HBCUs) organizational setting. Findings are based on data derived from a national sample of STEM faculty members at HBCUs. Among the work environment variables examined in this study, organizational trust had significant effects on both psychological and structural empowerment for male faculty, and a significant effect on psychological empowerment for women faculty. Support for innovation had a significant effect on structural empowerment for all faculty members. The junior faculty variable had a negative effect on psychological empowerment for women faculty only, and a negative effect on structural empowerment for male faculty. Years at current institution and the non-tenure-track variable had negative effects on psychological empowerment for women faculty. Study findings point toward organizational changes that may create work environments that strengthen faculty perceptions of empowerment. Several of these actions have the potential to profoundly impact the academic work environment for women in academic STEM disciplines.


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