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

Heather Englund1, Erika Janssen1, Jessica Habeck1

  • 1College of Nursing, Health Professions, and STEM, University of Wisconsin Oshkosh, Oshkosh, Wisconsin.

The Journal of Nursing Education
|April 27, 2026
PubMed
Summary
This summary is machine-generated.

Racially and ethnically minoritized nursing faculty experience greater marginalization. Targeted institutional support is crucial, especially for early-career faculty, to address disparities in academic settings.

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Area of Science:

  • Nursing Education
  • Sociology of Education
  • Health Equity

Background:

  • Racially and ethnically minoritized (REM) nursing faculty are underrepresented in academia.
  • Limited theory-aligned measurement of marginalization exists for faculty samples.

Purpose of the Study:

  • To measure marginalization among nursing faculty using the Englund Marginality Index (EMI).
  • To examine racial differences and interactions in marginalization among nursing faculty.

Main Methods:

  • Cross-sectional survey of 715 faculty from CCNE-accredited nursing programs.
  • Analysis included Welch-corrected t tests and ANCOVA with bootstrapping, adjusting for covariates.
  • Examined racial disparities across EMI subscales (intermediacy, differentiation, secrecy, voice, liminality, reflectiveness, power).

Main Results:

  • REM faculty reported significantly higher overall marginalization scores than White faculty.
  • Largest disparities were observed in intermediacy and differentiation.
  • Significant race × age and race × rank interactions were identified, indicating complex patterns of marginalization.

Conclusions:

  • Marginalization is concentrated in specific areas like "bridgework" and "hierarchy" within academic nursing.
  • Institutions should implement sponsorship, inclusive governance, and equity-aligned evaluation.
  • Targeted support is recommended for early-career REM faculty to mitigate marginalization.