ABSTRACT
What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy-value-cost theory to understand three convergent motivational processes the faculty members' underlying intentions to adopt an exemplar evidence-based classroom intervention: the utility value intervention (UVI). Although the faculty members perceived the intervention as valuable, self-reported intentions to implement it were degraded by concerns about costs and lower expectancies for successful implementation. Structural equation modeling revealed that the faculty members reporting lower intentions to adopt it tended to be White and to identify as male and had many years of teaching or were from a more research-focused university. These personal, departmental, and institutional factors mapped onto value, expectancies, and cost perceptions uniquely, showing that each process was a necessary but insufficient way to inspire intentions to adopt the UVI. Our findings suggest multifaceted, context-responsive appeals to support faculty member motivation to scale up adoption of evidence-based classroom interventions.
ABSTRACT
OBJECTIVES: Academia is grappling with how to address persistent underrepresentation and reduce inequities. With so many diversity-enhancing initiatives underway, some within the academic community might experience "diversity fatigue," a construct we use to understand majority groups' feelings of weariness toward diversity efforts. METHOD: For our testing purposes, we focused on ethnic and minority underrepresentation, and collected data in four studies from 473 White American students and faculty. Using exploratory and confirmatory factor analysis and latent profile analysis, we develop and confirm the single factor structure of the final 6-item Diversity Fatigue scale. We measured associations with other established measures and examined the strength of the association between diversity fatigue and faculty's support for a diversity-enhancing intervention. RESULTS: Results demonstrated scale reliability, convergent validity with system-justifying beliefs, and offer suggestive evidence of discriminant validity with inclusion concerns and implicit race-based associations. Although mean levels of diversity fatigue were low overall, diversity fatigue scores were related to concerns about the effort involved with diversity work and were significantly associated with faculty's motivation to adopt a diversity-enhancing classroom activity. CONCLUSIONS: Diversity fatigue in academia is a dampening in people's response to or enthusiasm for efforts that improve the experience of underrepresented people. This state experience is connected to system-justifying beliefs and is related to concerns about the effort required to do diversity interventions. Understanding and measuring this construct has implications for the psychology of intergroup relations, as well as practical implications for campus communities committed to diversity programs. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Subject(s)
Attitude , Fatigue , Humans , Minority Groups , Reproducibility of Results , Surveys and QuestionnairesABSTRACT
Follicular lymphoma (FL) is an indolent lymphoma that generally responds well to treatment. However, individuals with FL commonly face multiple complex treatment decision-making (TDM) experiences because it frequently follows a relapsing and remitting course. This study explored TDM and distress among individuals with FL (N = 32). Results indicated that most participants reported little decisional conflict or regret and wanted to be actively involved in TDM. However, more than 25% of participants reported clinically-relevant cancer-specific distress, and 60% indicated moderate or higher anxiety symptoms. Research is needed to clarify the cause and course of the psychological distress revealed in this study.
