A Qualitative, Systematic Comparison of the Faculty Experience by Gender and Race in a Research-intensive University: An Inter-categorical Intersectionality Study

Abstract: The purpose of this qualitative study is to compare different science, technology, engineering, and math (STEM) faculty groups by gender and race exploring their experiences and observations related to diversity, equity, and inclusion (DEI) and deepen our understanding on unique experience of women of color at a research-intensive university. Grounded on the inter-categorical approach, we recruited four different groups (five White men, eight men of color, four White women, and eight women of color) and conducted focus group interviews. As a result, we observed key contrasting points: (a) the number and intensity of their shared critical incidents, (b) perceptions on the institutional climate, (c) professional and affective consequences, and (d) viewpoints and perceptions on DEI. We identified a structural form of intersectional, multiplicative oppression in the women of color faculty’s experiences by contrasting with the critical incidents of White men, White women, and men of color faculty. Finally, based on the results, we describe how interlocking systems of oppression and oppressive or dominant STEM faculty experiences are (re)produced in STEM academia.