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Developing the Faculty Intersectionality Stressors Scale: Giving a Quantitative Voice to the Qualitative Literature on Stressors Among LGBT+ Faculty of Color

Singer, Stanley, Jr.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698312756479935

Abstract Details

2023, Doctor of Philosophy (PhD), Ohio University, Industrial/Organizational Psychology (Arts and Sciences).
Over the past several decades, there has been a gradual increase in the number of faculty of color in the academy. However, no data on LGBT+ identity among faculty are widely available. While research exists on occupational stressors among faculty (e.g., pressures to publish, student course evaluations), less quantitative work has investigated stressors for faculty who hold identities where discrimination exists at the intersection of their race, sexual orientation, and/or gender identity (i.e., intersectional stressors). Therefore, the primary aim of this research was to develop the Faculty Intersectionality Stressors Scale (FISS), which measures the frequency and perceived intensity of stressors among LGBT+ faculty of color. Additional aims were to determine if FISS could differentiate between stressors in the two data collection groups: a target group of LGBT+ faculty of color and a comparison group of cisgender heterosexual White faculty. Next, two aims centered the use of contextual variables to understand, for example, how FISS scores varied across institution types, geographic regions of the United States, and tenure status. Data were collected, using an online survey, from 208 participants in the target group and 95 participants in the comparison group. It was hypothesized that a 5-factor structure would exist when measuring disrespect displayed by students, research discredit by colleagues, identity-based service commitments and mentorship responsibilities, and bullying across three levels of the positional hierarchy (students, colleagues, administrators). Exploratory factor analysis revealed a 7-factor solution that was closely aligned to the hypothesized factors, whereby academic disrespect was split into identity and non-identity stressors and academic bullying was split into stressors based on the positionality of the bully (i.e., student versus colleagues/administrators). The remaining three factors aligned with the hypothesized structure: research discredit by colleagues, tokenism-based service, and mentorship. The results also showed statistically significant differences in FISS scores comparing the two data collection groups. Such differences indicated that the target group consistently experienced a higher frequency of intersectional stressors measured in FISS than the comparison group. Analysis of the qualitative data revealed that LGBT+ faculty of color in this sample experienced intersectional stressors and various demographic variables (e.g., institution type) were related to the types of stressors they experienced. For example, situations when two or more minoritized identities had a concurrent influence on the stressors versus situations when a single minoritized identity better described the stressors experienced. The findings of this study provide preliminary support for the use of the FISS to identify intersectional stressors experienced by LGBT+ faculty of color. Future research is needed to assess the psychometric properties of FISS (e.g., via confirmatory factor analysis) to determine if validation of FISS is possible.
Peggy Zoccola, Ph.D. (Advisor)
140 p.
Psychology
intersectionality; LGBT faculty of color; scale development; EFA; stress

Recommended Citations

Citations

  • Singer, Jr., S. (2023). Developing the Faculty Intersectionality Stressors Scale: Giving a Quantitative Voice to the Qualitative Literature on Stressors Among LGBT+ Faculty of Color [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698312756479935

    APA Style (7th edition)

  • Singer, Jr., Stanley. Developing the Faculty Intersectionality Stressors Scale: Giving a Quantitative Voice to the Qualitative Literature on Stressors Among LGBT+ Faculty of Color. 2023. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698312756479935.

    MLA Style (8th edition)

  • Singer, Jr., Stanley. "Developing the Faculty Intersectionality Stressors Scale: Giving a Quantitative Voice to the Qualitative Literature on Stressors Among LGBT+ Faculty of Color." Doctoral dissertation, Ohio University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1698312756479935

    Chicago Manual of Style (17th edition)

ohiou1698312756479935
© 2023, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.