256 The Professional Counselor | Volume 12, Issue 3 of scores on the RFSV Scale with a number of non-college populations (e.g., Kalkbrenner, GoodmanScott, & Neukrug, 2020; Kalkbrenner & Neukrug, 2018). In addition to a stringent test of internal structure validity, CFA is also a theory-testing procedure (Mvududu & Sink, 2013). Thus, our CFA results indicated that Fit, Stigma, and Value comprise a tri-dimensional theoretical model of barriers to counseling among STEM students. Consistent with the results of Kalkbrenner and Neukrug (2019), we found support for a higher-order Global Barriers to Counseling scale. The presence of a higherorder factor (see Figure 1, Model 3) indicates that the covariation between the first-order Fit, Stigma, and Value subscales comprises a meta-level latent trait. Collectively, the single-order and higher-order CFA results indicate that Fit, Stigma, and Value are discrete dimensions of an interconnected latent trait. Accordingly, CFA results provided support for the dimensionality of both the single-order RFSV model (see Figure 1, Model 1) and the higher-order model (see Figure 1, Model 3) with STEM students. STEM students face unique risks for mental health issues, including maladaptive perfectionism as well as intense pressure to perform in harsh and competitive academic environments (Rice et al. 2015; Shapiro & Sax, 2011). These unique risk factors coupled with STEM students’ reticence to seek counseling (Kalkbrenner, James, & Pérez-Rojas, 2022) created a need for a screening tool for appraising why STEM students might avoid accessing counseling services. The results of the CFA and HCFA in the present study begin to address the gap in the literature regarding the lack of a screening tool with validated scores for appraising barriers to counseling among STEM students. Our CFA and HCFA results suggest that college counselors can use the RFSV Scale as one way to understand why STEM students on their campus are reluctant to access counseling services. Consistent with the findings of Kalkbrenner and Neukrug (2019), we found statistically significant differences in peer-to-peer referrals and demographic differences in STEM students’ scores on the Value barrier. Specifically, increases in STEM students’ belief in the value of attending counseling were associated with significant increases in the odds of making one or more peer referrals to the counseling center, as indicated by the moderate effect size of the finding. It appears that STEM students’ attendance in personal counseling increases their propensity for recommending counseling to their peers. Similar to Kalkbrenner and Neukrug (2018), tests of group demographic differences revealed that STEM students in the present study with a help-seeking history were less sensitive to the Value barrier than STEM students without a help-seeking history. These findings indicate that attendance in counseling might enhance STEM students’ belief that the effort required to attend counseling is worth the benefits. Perhaps experiencing counseling firsthand increases STEM students’ belief in the value of counseling as well as their disposition to refer a peer to counseling. This finding has particularly important implications, as STEM students are a distinct college-based population with unique mental health needs who tend to utilize mental health support services at lower rates than non-STEM students (Kalkbrenner, James, & Pérez-Rojas, 2022; Rice et al., 2015; Shapiro & Sax, 2011). In particular, our results suggest that STEM students who access counseling services usually see value in the process. STEM students’ general attitudes about counseling might become more positive if more and more STEM students participate in counseling. Also, consistent with the findings of Kalkbrenner and Neukrug (2018), we found demographic differences in STEM students’ scores on the Value barrier by gender identity, with males attributing less value to attending counseling than females. Macro- and micro-systemic gender role forces tend to contribute to men’s reticence to seek counseling (Neukrug et al., 2013). These forces might be intensified among male STEM students considering the intersectionality between gender roles and the high-pressure environment in STEM majors to not show vulnerability (Lipson et al., 2016; Neukrug et al., 2013). Specifically, gender-role pressures to avoid showing vulnerability coupled
RkJQdWJsaXNoZXIy NDU5MTM1