The Relationship Between Stigma Consciousness and Variables of Well-Being Among Foreign-Born Faculty Members

The purpose of this study was to examine the relationship between stigma consciousness and positive feelings toward the university, feelings of well-being, loneliness, and teaching effectiveness among foreign-born faculty members employed by American institutions of higher education. Participants included 162 foreign born faculty members who represented 12 urban East coast universities. Participants completed a series of online questionnaires that assessed levels of stigma consciousness, feelings toward the university, self-esteem, well-being, loneliness, and self-perceived teaching effectiveness. We hypothesized that stigma consciousness would contribute unique variance to positive feelings toward the university, feelings of well-being, loneliness, and teaching effectiveness. Four hierarchical regression analyses were conducted to determine if stigma consciousness would predict feelings toward the university, feelings of well-being, loneliness, and teaching effectiveness while holding other potential predictors (i.e., gender, age, self-esteem, time spent in the United States, and English proficiency) constant. It was found that stigma consciousness was negatively associated with positive feelings toward the university and well-being, and positively associated with loneliness. However, stigma consciousness was not significantly associated with teaching effectiveness. As the first study to explore this topic, these findings extend the literature by demonstrating that individual differences in stigma consciousness exist among foreign-born individuals. From an institutional standpoint, it is imperative that we understand and establish solutions for the issues that may be encountered by foreign-born professors so that we may continue to recruit and retain such valued and essential members of the American professoriate. Limitations and implications for future research are discussed.