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Assessing Readiness for Advancing Women Scientists Using the Transtheoretical Model

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Abstract

The under-representation of women in science, technology, engineering, and math disciplines is of wide interest. In this article we report on the development of new Transtheoretical Model-based measures to assess readiness to take action to advance women scientists. Reliable measures of Stage of Change, Decisional balance, and Self-efficacy were developed with a sample of science faculty from a northeastern university. Theoretical relationships among the constructs were validated and offer support for extending the Transtheoretical Model to this area. These measures are being used as part of a campus-wide initiative to examine the advancement of women scientists before and after a series of interventions.

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Acknowledgement

Partial support was received from a National Science Foundation Grant (no. 0245039) on Advancing Women in the Sciences (PI: Janet Trubatch/Lynn Pasquerella).

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Authors and Affiliations

  1. Pro-Change Behavior Systems, Inc., P.O. Box 755, West Kingston, RI, 02892, USA

    Janice M. Prochaska, Leanne M. Mauriello & Karen J. Sherman

  2. University of Rhode Island, Kingston, RI, USA

    Lisa Harlow, Barbara Silver & Janet Trubatch

Authors
  1. Janice M. Prochaska
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  2. Leanne M. Mauriello
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  3. Karen J. Sherman
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  4. Lisa Harlow
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  5. Barbara Silver
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  6. Janet Trubatch
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Corresponding author

Correspondence to Janice M. Prochaska.

Appendices

Appendix

Stage of Change

Keeping the entire definition in mind, (collaborating, mentoring, providing resources, and supporting), are you taking these four steps to advance women scientists at URI?

  • NO, and I do not intend to in the next 6 months

  • NO, but I intend to in the next 6 months

  • NO, but I intend to in the next 30 days

  • YES, I have been, but for less than 6 months

  • YES, I have been for more than 6 months

Decisional balance

Pros

  • It would help recruit competitive women faculty and students.

  • It could help keep competent women colleagues at URI.

  • I would be helping to develop scientists.

  • It could increase morale in my department.

  • I would set a good example for others.

Cons

  • It might slow my career and advancement.

  • It could reduce my funding opportunities.

  • It could lead to conflicts over who receives primary credit for the work done in collaboration.

  • It could strain my relationship with colleagues.

  • It could take too much effort.

Self-efficacy

Confidence

  • You might end up competing for the same resources.

  • You are having trouble getting funding.

  • It takes a lot of time.

  • There could be conflict over authorship.

  • You were feeling stressed about your workload.

  • Other faculty members are not supportive of advancing women scientists.

  • You prefer to work independently.

  • You had doubts about your own expertise.

  • You heard that a potential collaborator could be difficult to work with.

  • You have concerns that a potential mentee may not be strong enough for tenure.

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Prochaska, J.M., Mauriello, L.M., Sherman, K.J. et al. Assessing Readiness for Advancing Women Scientists Using the Transtheoretical Model. Sex Roles 54, 869–880 (2006). https://doi.org/10.1007/s11199-006-9053-8

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