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Peer Review, Spring 2014, Vol. 16, No. 2
Gender Equity in STEM
Close examination of the status of women science and engineering faculty at four-year colleges and universities reveals that women not only remain disproportionately underrepresented
in STEM disciplines, such as engineering and physics, but also are precipitously lost through transitions to upper professorial ranks in all STEM disciplines, generally. This issue explores current trends in higher education related to recruiting, retaining,
and advancing STEM women and women of color faculty.
The table of contents for the
Peer Review issue is below, with links to full online articles. If you would like to order multiple copies for a faculty workshop or campus office, we offer
bulk discounts for purchases of eleven or more copies.
From the Editor
Shelley Johnson Carey
For decades, the Association of American Colleges and Universities (AAC&U) has taken the lead in advancing women’s standing and equity in higher education, which AAC&U President Carol Geary Schneider underscored in a recent issue of AAC&U’s journal
On Campus with Women (OCWW) (published from 1971 to 2013): “Our long-term commitment to equity throughout higher education and in society at large, and to women’s roles and voices as strands in
the larger tapestry of what we now call inclusive excellence, remains central to AAC&U’s sense of mission, purpose, and priorities. In the context of our renewed commitment to equity and inclusive excellence, AAC&U has been taking a close look at how we can
best advance these priorities in a twenty-first-century context.
The
Twenty-First-Century Case for Inclusive Excellence in STEM
Patrice McDermott, vice provost for faculty affairs, University of Maryland Baltimore County; and AAC&U senior scholar; and Kelly M. Mack, vice president for undergraduate STEM education, AAC&U; and executive
director, Project Kaleidoscope
The urgent need for science, math, engineering, and technology (STEM) higher education reform in the United States is fueled by projections that our labor market will require greater
expansion for those trained in science and engineering than in any other sector in the twenty-first century. This challenge is compounded by the fact that improved global economies and opportunities abroad will no longer allow this country to rely on foreign-born
talent to meet its STEM workforce demands. To remain competitive within this shifting context, America must aggressively pursue the full participation of all of its college-age population—and most especially the women and women of color who embody an untapped
source of talent for meeting the nation’s needs.
Who
Is Minding the Gap?
Claudia Rankins, program officer, National Science Foundation; Falcon Rankins, president, PRISSEM Academic Services, LLC; and Tasha Inniss, associate professor of mathematics, Spelman College
The question of “Who is Minding the Gap?” is particularly timely and relevant to our national science, technology, engineering, and mathematics (STEM) higher education reform efforts because the retention and persistence of an ever increasing number of women
in STEM at the baccalaureate level is heavily dependent upon the number of women faculty represented at all professorial levels in STEM fields. Recent literature supports this notion and suggests that a critical mass of women faculty in postsecondary STEM
education is necessary to adequately support the needs of women undergraduate students.
Realigning
the Crooked Room: Spelman Claims a Space for African American Women in STEM
Kimberly M. Jackson, associate professor, department of chemistry and biochemistry; and principal investigator, Women of Color Legacy Project, Spelman College
Leyte L. Winfield, associate professor and chair, department of chemistry and biochemistry; principal investigator, Women of Color Legacy Project, Spelman College
Melissa Harris-Perry’s 2011 book,
Sister Citizen, she references various psychological studies of altered judgment and decision making that can arise in irregularly shaped environments, and uses them to explicate the struggles women
of color face at the intersection of race and gender stereotypes. These environments, or “crooked rooms,” represent an unlevel plane where misrecognition or lack of acknowledgment diminishes the contributions.
The
Jessica Effect: Valuing Cultural and Familial Connections to Broaden Success in Academe
Renetta G. Tull, associate vice provost for graduate student development and postdoctoral affairs, University of Maryland Baltimore County;
Patricia Ordóñez, assistant professor, Department of Computer Science, University of Puerto Rico, Río Piedras; Frances D. Carter-Johnson, AAAS science and technology policy fellow and health
scientist, Center for Scientific Review, National Institutes of Health; Beatriz Zayas, associate professor, toxicology, School of Environmental Affairs, Universidad Metropolitana; Angela Byars-Winston, associate professor, Department of Medicine, Division
of General Internal Medicine, University of Wisconsin–Madison; Maria Nandadevi Cortes Rodriguez, program coordinator, PROMISE: Maryland’s AGEP, University of Maryland Baltimore County
Jessica Soto-Pérez, daughter of Antonio Israel Soto and Luz N. Pérez, received her undergraduate degree from the University of Puerto Rico Mayaguez. She was a promising chemical engineering graduate student at the University of Maryland Baltimore County (UMBC)
and peer mentor for its
National Science Foundation (NSF)-funded Alliance for Graduate Education and the Professoriate (AGEP) program—PROMISE: Maryland’s AGEP. Jessica’s future plans included returning to her native Puerto Rico to pursue a career as an engineering professor.
Unfortunately, she didn’t reach that goal because in 2004, she was tragically killed by her husband. The reasons behind the murder–suicide still remain a mystery to law enforcement, friends, and family. However, university administrators and peers have wondered
about the differential impact of STEM (science, technology, engineering, and mathematics) graduate study on the familial ties of underrepresented students, particularly Latinas, as a major factor in the tragedy.
Academic
Women: Overlooked Entrepreneurs
Samantha A. Howe, director, Project CEOS, The Ohio State University
Mary C. Juhas, associate vice president for Gender Initiatives in STEMM (science, technology, engineering, mathematics, and medicine), The Ohio State University
Joan M. Herbers, professor of evolution, ecology, and organismal biology, The Ohio State University
At The Ohio State University (OSU), we have studied the institutional environment for academic entrepreneurship, especially in STEM fields, and offer insights about why higher education
fails to attract and involve women scientists and engineers in the enterprise. The programs we have developed, with funding from the National Science Foundation’s (NSF) ADVANCE program, show the path forward.
Mission
Possible: Empowering Institutions with Strategies for Change
Jasna Jovanovic, professor, Department of Psychology and Child Development, California Polytechnic State University–San Luis Obispo
Mary A. Armstrong, associate professor, women’s and gender studies and English; chair, women’s and gender studies program, Lafayette College
The National Science Foundation’s (NSF) ADVANCE Program began in 2001 with the primary goal of supporting the development of systemic, sustainable approaches to advancing women in
academic STEM (science, technology, engineering, and mathematics) fields. Over the last thirteen years, over sixty universities have received significant institutional transformation (IT) ADVANCE grants, and many more have obtained funding to implement institutional
partnerships or smaller initiatives, all focused on ameliorating the persistent underrepresentation of women in academic STEM careers. ADVANCE’s mission is predicated on the understanding that promoting diversity in STEM facilitates both innovation and excellence.
Always
the Exception: Women and Women of Color Scientists in Historical Perspective
Douglas M. Haynes, associate vice provost for equity and diversity and professor of history, University of California–Irvine
Despite the presence of a woman of color leading [the National Science Foundation], women overall still remain underrepresented in other national organizations, including the National
Academy of Sciences (NAS). Incorporated by Congress in 1863, NAS is a distinguished society of scientists and scholars that advises the country on all matters related to science, engineering, and technology. However, in its 150-year history, neither has there
been a woman president nor are women well represented among its elected membership. On average, women account for 10 percent of its elected members annually, and in 2013, only 213 of its 2,100 members were women.
If
Not Now, When? The Promise of STEM Intersectionality in the Twenty-First Century
Nancy Cantor, chancellor, Rutgers University–Newark; and AAC&U senior scholar
Kelly M. Mack, vice president for undergraduate STEM education, AAC&U; and executive director, Project Kaleidoscope
Patrice McDermott, vice provost for faculty affairs, University of Maryland Baltimore County; and AAC&U senior scholar
Orlando L. Taylor, vice president for strategic initiatives and research, Fielding Graduate University; director, OURS Program, The Chicago School of Professional Psychology, and AAC&U senior scholar
Nearly forty years ago, a small group of highly accomplished women of color working in STEM fields gathered together to share their stories about how the “double bind” of race and
gender had set them “apart at every turn,” required difficult personal choices, and rendered the price of a career in science—particularly in higher education—far too high. Their resulting collective sense of mission produced the first recorded blueprint for
change specifically designed to alter the forces that had kept them small in number, relatively invisible, and excluded from mainstream science (Malcom et al. 1976). Yet, after decades of work and sacrifice to open the doors for women of color in STEM fields,
differential participation persists, disparities in level of achievement continue, and a career in science still exacts a heavy personal and professional toll.
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