Women faculty’s participation in academic science and engineering is critical for future US global competitiveness, yet their underrepresentation particularly in senior positions remains a widespread problem. To overcome persistent institutional resistance and barriers to change, the NSF ADVANCE institutional transformation initiative, instituted in 2001, seeks to increase the workforce participation of women faculty in academic science and engineering through systematic institutional transformation. This book assesses the equity, diversity and inclusion outcomes of the changes underway at 19 universities. It provides a comprehensive, stand-alone description of successful approaches to increase the recruitment, advancement and retention of women faculty throughout the academic career pipeline. The findings show that targeted institutional transformation at these 19 U.S. universities has resulted in significant increases in women faculty’s workforce participation, as well as improved gender equity and inclusion. Analyses by discipline show that the greatest changes have occurred within engineering and natural science disciplines at these universities. Yet the results also point to the overall continued underrepresentation of women faculty in academic science and engineering at the nation’s research universities. A framework of organizational change is derived to serve as a template to academic and other organizations seeking transformation to enhance gender equity, diversity and inclusion.

"This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the US, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women's choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career level. Contributing to the United Nations' (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly. Hyun Kyoung Ro is Associate Professor of Higher Education at the University of North Texas, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Elizabeth Ramon is a PhD student in Higher Education at the University of North Texas, USA"--

What does is it mean for girls of color to become techno-social change agents--individuals who fuse technological savvy with a deep understanding of society in order to analyze and confront inequality? Kimberly A. Scott explores this question and others as she details the National Science Foundation-funded enrichment project COMPUGIRLS. This groundbreaking initiative teaches tech skills to adolescent girls of color but, as importantly, offers a setting that emphasizes empowerment, community advancement, and self-discovery. Scott draws on her experience as an architect of COMPUGIRLS to detail the difficulties of translating participants' lives into a digital context while tracing how the program evolved. The dramatic stories of the participants show them blending newly developed technical and communication skills in ways designed to spark effective action and bring about important change. A compelling merger of theory and storytelling, COMPUGIRLS provides a much-needed roadmap for understanding how girls of color can find and define their selves in today's digital age.

The United States economy relies on the productivity, entrepreneurship, and creativity of its people. To maintain its scientific and engineering leadership amid increasing economic and educational globalization, the United States must aggressively pursue the innovative capacity of all its people—women and men. However, women face barriers to success in every field of science and engineering; obstacles that deprive the country of an important source of talent. Without a transformation of academic institutions to tackle such barriers, the future vitality of the U.S. research base and economy are in jeopardy. Beyond Bias and Barriers explains that eliminating gender bias in academia requires immediate overarching reform, including decisive action by university administrators, professional societies, federal funding agencies and foundations, government agencies, and Congress. If implemented and coordinated across public, private, and government sectors, the recommended actions will help to improve workplace environments for all employees while strengthening the foundations of America's competitiveness.

Careers in science, engineering, and medicine offer opportunities to advance knowledge, contribute to the well-being of communities, and support the security, prosperity, and health of the United States. But many women do not pursue or persist in these careers, or advance to leadership positions - not because they lack the talent or aspirations, but because they face barriers, including: implicit and explicit bias; sexual harassment; unequal access to funding and resources; pay inequity; higher teaching and advising loads; and fewer speaking invitations, among others. There are consequences from this underrepresentation of women for the nation as well: a labor shortage in many science, engineering, and medical professions that cannot be filled unless institutions and organizations recruit from a broad and diverse talent pool; lost opportunities for innovation and economic gain; and lost talent as a result of discrimination, unconscious bias, and sexual harassment. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine reviews and synthesizes existing research on policies, practices, programs, and other interventions for improving the recruitment, retention, and sustained advancement into leadership roles of women in these disciplines. This report makes actionable recommendations to leverage change and drive swift, coordinated improvements to the systems of education, research, and employment in order to improve both the representation and leadership of women.

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.