Abstract
The underrepresentation of women and minority students in STEM graduate programs remains a significant challenge, compounded by biases in traditional admissions processes and barriers to effective mentoring and retention. This study develops and validates the Quinn Miller Competency Assessment (QMCA), a tool designed to assess emotional and social intelligence (ESI) competencies crucial for STEM graduate student success. The QMCA was created through an iterative process involving literature review, expert consultations, and empirical studies. It evaluates five key competencies: self-awareness, self-control, adaptability, achievement orientation, and teamwork. The tool's validity and reliability were tested using exploratory and confirmatory factor analyses on diverse samples of STEM graduate students and applicants. Results demonstrated strong construct validity and reliability, supporting the QMCA's use in both admissions and student development contexts, in conjunction with other measures. By providing a more holistic evaluation of applicants’ competencies, the QMCA aims to improve access and retention for underrepresented groups in STEM fields, fostering a more inclusive and diverse scientific community. Future research will focus on expanding the QMCA to include additional social competencies and testing its applicability across broader disciplines.