Research collaboration is key to faculty career success in science, technology, engineering, and mathematics (STEM). Yet little research has considered how faculty from multiply marginalized identity groups experience collaboration compared to colleagues from majority groups. The present study fills that gap by examining similarities and differences in collaboration experiences of faculty across multiple marginalized groups, and the role of department climate in those experiences. A survey of STEM faculty at a large public research university found that faculty from underrepresented groups – in terms of gender, race, and sexual orientation – had more negative experiences with department-level research collaborations. Moreover, faculty with multiply marginalized identities had worse collaboration experiences than others with a single marginalized identity or none. They also perceived their department climate to be less inclusive, equitable, and transparent; and felt their opinions were less valued in their department than colleagues from majority groups. Negative department climate, in turn, mediated and predicted less hospitable experiences with department-level research collaborations. These data suggest that multiply marginalized faculty, across different identity groups, share some common experiences of a “chilly” department climate relative to their peers from majority groups that impede opportunities for scientific collaboration, a key ingredient for faculty success. These findings have policy implications for retention of diverse faculty in university STEM departments.

研究合作是教师在科学、技术、工程和数学 (STEM) 领域取得职业成功的关键。然而，很少有研究考虑与来自多数群体的同事相比，来自多重边缘身份群体的教师如何体验合作。本研究通过研究跨多个边缘化群体的教师合作经验的异同，以及部门氛围在这些经验中的作用，填补了这一空白。对一所大型公立研究型大学的 STEM 教职员工进行的一项调查发现，来自代表性不足群体的教职员工——在性别、种族和性取向方面——在部门级研究合作方面有更多的负面经历。而且，与具有单一边缘化身份或没有边缘化身份的其他人相比，具有多重边缘化身份的教师的协作体验更差。他们还认为他们的部门氛围不那么包容、公平和透明；并且觉得他们的意见在他们的部门中不如来自多数群体的同事重视。反过来，负面的部门氛围会调节和预测部门级研究合作的不那么热情好客的经历。这些数据表明，不同身份群体的多重边缘化教师与大多数群体的同龄人相比，分享了一些共同的“寒冷”部门氛围，这阻碍了科学合作的机会，这是教师成功的关键因素。