The group dynamics in science, technology, engineering, and math (STEM) disciplines may increase perceptions of isolation and reduce the positive outcomes of organizational support for faculty members from under-represented groups. Specifically, ostracism experiences can perpetuate gender disparities for female faculty in STEM fields by reducing the effectiveness of intervention activities designed to increase parity in the workplace. Data was collected on perceived ostracism experiences by university faculty (N=531) in STEM departments. Findings from the study indicated a significant difference for gender, such that women, compared to men, were more likely to feel that they had been ignored and excluded – ostracized at work. Additionally, individuals who reported being marginalized also perceived fewer beneficial outcomes from intervention endeavors, including mentoring programs and other campus-wide activities intended to improve the professional climate for under-represented faculty. In sum, individual experiences of being ignored and excluded can undermine organizational efforts to retain targeted faculty.