Empowering women faculty in stem fields: An examination of historically black colleges and universities

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 signifi cant effects on both psychological and structural empowerment for male faculty, and a signifi cant effect on psychological empowerment for women faculty. Support for innovation had a signifi cant 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 fi ndings 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.