Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This research paper reports the validation procedure for the Persistence of Engineers in the Academy Survey (PEAS). Faculty are identified as the pivotal resource around which the outcomes of postsecondary education revolve; therefore, it is essential to understand who they are, what they do, and whether, how, and why they are changing. As one critical component of the PEAS, this paper details a procedure for the validation of a scale to probe the factors that may affect a faculty member’s persistence in relation to intersectional identities including: gender identity, race/ethnicity, disability, and social class identities. Therefore, the PEAS includes a climate scale to measure constructs related to departmental workplace climate and motivation. Demographic items capture the respondents’ various social identities. To create a valid measure of the underlying constructs, several steps were taken during the scale development, including face/content validity analyses, exploratory factor analyses for construct validity evidence, and internal consistency reliability evidence, through two pilot studies using PEAS data from STEM faculty. This study aimed to report the validation procedure to finalize the climate scale items through factor analyses using data collected from tenure-track engineering faculty at universities throughout the U.S. The finalized PEAS is expected to contribute to the development of a more diverse workforce in the engineering academy. A paper presentation is our preferred format.
Aldridge, J., & Yoon, S. Y., & McGee, E. O., & Main, J. B., & Cox, M. F. (2020, June), Validation of the Climate Scale in the Persistence of Engineers in the Academy Survey (PEAS) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35483
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