Measuring Marginalization in Academic Nursing: Theory-Aligned and Domain-Specific Disparities

BACKGROUND: Racially and ethnically minoritized (REM) nursing faculty remain underrepresented, while theory-aligned measurement of marginalization in faculty samples is limited. METHOD: tests and ANCOVA with bias-corrected and accelerated bootstrapping (5,000 resamples) examined racial differences and race × age/rank interactions, adjusting for age, rank, tenure, and gender. RESULTS: REM faculty reported higher EMI total scores than White faculty. Largest disparities were in intermediacy and differentiation, with smaller but significant gaps in secrecy, voice, liminality, and reflectiveness; power was non-significant. Adjusted models confirmed group differences and significant race × age and race × rank interactions. The total model explained approximately 58% of variance. CONCLUSION: Findings localize marginalization to bridgework and hierarchy. Institutions should implement formal sponsorship, inclusive governance, and equity-aligned evaluation, with targeted support for early-career faculty.