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Faculty matter: development of faculty diversity climate and its relation to graduate student intent to stay.

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Title: Faculty matter: development of faculty diversity climate and its relation to graduate student intent to stay.
Authors: Webster, Jennica R., Adams, Gary A.
Source: Studies in Higher Education. Nov2024, Vol. 49 Issue 11, p2178-2194. 17p.
Subjects: Graduates, Statistical hypothesis testing, Methodology, Personnel management, Grade repetition
Abstract: This study sought to advance our understanding of the nexus between policy and ambient discrimination experiences of faculty and the intention to stay among graduate students. To accomplish this, we built on theory and research in higher education by leveraging models from the strategic human resource management (HRM) literature. In doing so, we advanced a novel theoretical model relating faculty perceptions of traditional HRM policies and ambient discrimination to department-level shared perceptions of diversity climate. We further theorized how that shared diversity climate relates to evaluations of graduate students' general campus climate and their intent to stay. We tested this model using a unique multisource, multilevel dataset comprised of 266 university faculty and 569 students who were pursuing graduate degrees across 28 departments at a midsized university located in the Midwest. The results supported the hypothesized model and established the important relationship between the diversity-related work environment experienced by faculty and the experiences and highly consequential outcomes for students and higher education. By bridging the gap between faculty work experiences and student perceptions and retention this study provides both new theoretical insights and important practical suggestions. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Faculty matter: development of faculty diversity climate and its relation to graduate student intent to stay.
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  Data: <searchLink fieldCode="AR" term="%22Webster%2C+Jennica+R%2E%22">Webster, Jennica R.</searchLink><br /><searchLink fieldCode="AR" term="%22Adams%2C+Gary+A%2E%22">Adams, Gary A.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Nov2024, Vol. 49 Issue 11, p2178-2194. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Graduates%22">Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+hypothesis+testing%22">Statistical hypothesis testing</searchLink><br /><searchLink fieldCode="DE" term="%22Methodology%22">Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Personnel+management%22">Personnel management</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study sought to advance our understanding of the nexus between policy and ambient discrimination experiences of faculty and the intention to stay among graduate students. To accomplish this, we built on theory and research in higher education by leveraging models from the strategic human resource management (HRM) literature. In doing so, we advanced a novel theoretical model relating faculty perceptions of traditional HRM policies and ambient discrimination to department-level shared perceptions of diversity climate. We further theorized how that shared diversity climate relates to evaluations of graduate students' general campus climate and their intent to stay. We tested this model using a unique multisource, multilevel dataset comprised of 266 university faculty and 569 students who were pursuing graduate degrees across 28 departments at a midsized university located in the Midwest. The results supported the hypothesized model and established the important relationship between the diversity-related work environment experienced by faculty and the experiences and highly consequential outcomes for students and higher education. By bridging the gap between faculty work experiences and student perceptions and retention this study provides both new theoretical insights and important practical suggestions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2023.2293928
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Graduates
        Type: general
      – SubjectFull: Statistical hypothesis testing
        Type: general
      – SubjectFull: Methodology
        Type: general
      – SubjectFull: Personnel management
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      – SubjectFull: Grade repetition
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              Text: Nov2024
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