Nelson Diversity Surveys

The Nelson Diversity Surveys (NDS) are a collection of data sets that quantify the representation of women and minorities among professors, by science and engineering discipline, at research universities. They consist of four data sets compiled by Dr. Donna Nelson, Professor of Chemistry at the University of Oklahoma during fiscal years (FY) 2002, 2005, 2007, and 2012. These surveys were each complete populations, rather than samples. Consequently, the Surveys quantified characteristics of the faculty which had never been revealed previously, drawing great attention from women and minorities. Furthermore, the Surveys initially came at a time when these underrepresented groups were becoming concerned and vocal about perceived inequities in academia. At the time the Surveys were initiated, (1) the MIT Study of 1999, expressing the concerns of women scientists (including Nancy Hopkins), had just been issued, and (2) underrepresented minority (URM) science faculty noticed URM students increase among PhD recipients without a corresponding increase among recently hired professors. Because the NDS were complete populations, which disaggregated faculty by race, by rank, by gender, and by discipline, URM faculty had the documentation to support their concerns.

The NDS quantified the degree to which women and minorities are underrepresented on science and engineering faculties at research universities. Because the surveys were complete populations and disaggregated, the degree of underrepresentation was revealed, in ways it had never been revealed previously. For example, the FY 2002 survey showed that there were no Black, Hispanic, or Native American tenured or tenure track women faculty in the top 50 computer science departments.[1] It also revealed that there were no Black or Native American assistant professors in the top 50 chemistry departments. Analogous surveys were carried out for top 100 departments in each of 15 science and engineering disciplines in fiscal years (FY) 2005, 2007 and 2012.

The Nelson Diversity Surveys made it possible for the first time to know the level and rate of faculty diversification, disaggregated by race, by rank, and by gender. Researchers in the 15 areas of science surveyed were enthusiastic to use these disaggregated faculty data, in order to compare against analogous student data, which had been available from NSF for decades. Many new programs to increase the representation of women and minorities among professors were implemented[2] and PhD and MS research was based on data revealed by the NDS. The NDS were utilized by the National Science Foundation, National Institutes of Health, Department of Energy, US Congress, Sloan Foundation, the National Organization for Women, universities, and many other organizations interested in diversity in academics. A new area of research was spawned – the Science of Broadening Participation.[3][4]

Methodology

During 2001 to 2003, Nelson surveyed department chairs in order to collect headcounts of tenured and tenure-track university faculty members of the "top 50" departments in each of 14 science and engineering disciplines (chemistry FY2001, physics, mathematics, chemical engineering, civil engineering, electrical engineering, mechanical engineering, computer science, political science, sociology, economics, biological sciences, psychology, and astronomy FY2003).[5] Data were collected about race/ethnicity, rank, and gender, and are complete populations, rather than samples. Consequently, they accurately reveal the small number or complete absence of underrepresented groups. Data for all disciplines were obtained in a relatively short time and by a consistent protocol and are therefore comparable across this relatively large number of disciplines. This entire data set became known as the FY2002 Nelson Diversity Surveys (NDS).

The NDS determined demographics of tenured / tenure track faculty in a discipline at pertinent departments of "top" universities, ranked by the National Science Foundation( NSF) according to research funding expenditures in that discipline. The FY2002 data were the first such data published, disaggregated by gender, by race, and by rank, about faculty at the top 50 research universities in each of 14 science and engineering disciplines. The FY2005 survey was expanded to include the "top 100" departments in each of 15 disciplines (adding earth science). In some cases, slightly fewer than 100 schools were ranked by NSF for a discipline. Data were collected by surveying department chairs, who provided their own department’s faculty data, disaggregated by gender, by race/ethnicity, and by rank.

Nelson Diversity Survey Data Availability

The data tables, which constitute the Nelson Diversity Surveys, were rapidly made available publicly, freely and online,[6] so that constituents could use them for their own purposes. Data tables for NDS FY2002, FY2005, and FY2007 are listed there by discipline, so that each discipline has a group of links listed below it. Each link points to a table for that discipline. Disciplines are presented there so that the last discipline (earth science) added to the NDS is at the top of the list, and below that the disciplines are organized roughly according to similarities among data for disciplines. Within discipline headings, tables are listed by survey year, and within the year of the survey, tables are listed either by the group of “top 50” ranked departments or the next group of departments, ranked 51 - ~100. There are a total of about 75 such tables of departmental data at the website.

Figure 1. Table showing 2001 NDS faculty of "top 50" chemistry departments, disaggregated by race, by rank, and by gender.

Within each table of departments, data giving characteristics of tenured and tenure track professors are provided by race/ethnicity, by rank, and by gender. The table of the first discipline surveyed in the FY2002 NDS is provided as an example in Figure 1 (actually this very first survey was done in FY2001 and the remaining disciplines were carried out in FY2002). In Figure 1, the first column lists chemistry departments, NSF-ranked as 1-50, according to chemical research funding expenditures. The next group of four columns provides White faculty headcount, disaggregated by rank (full, associate, assistant, and all). The next analogous four groups of columns give similar rank-disaggregated headcount data for Blacks, for Hispanics, for Asians, and for Native Americans. The final column in the table is the sum of all faculty in each department. Gender data are provided in each number after the decimal point, so that a number such as 35.003 means 35 people, 3 of whom are women.

Figure 2. Summary table from the FY2007 NDS comparing representation of Asians among faculty of different science and engineering disciplines.

Final reports of two NDS (FY2002 and FY2007) are given online.[7] Each of these reports analyzes the NDS data collected that fiscal year, by using summary tables which compare the NDS data at the discipline level. A summary table showing data for Asians from the FY2007 NDS is given in Figure 2. This summary table provides, by discipline, the representation of Asians as a percentage of BS recipients, PhD recipients, assistant professors, associate professors, full professors, and all professors. Analogous summary tables were created, which provided data for Blacks, Hispanics, Native Americans, women, and White males. Such NDS summary tables enabled the first quantification of women proceeding through the academic STEM “pipeline” from BS to full professor, and they were used by women's groups and organizations widely.

Results of each NDS

The FY 2012 Surveys have been completed, but neither a final written report nor data tables for this set of surveys are available yet.

The FY 2007 Surveys final report is available online,[8] and its analysis focused mostly on minorities. Excerpts from its executive summary follow.

This NDS quantified faculty of top 100 departments of 15 science and engineering disciplines, showed that minorities and women were significantly underrepresented. There were relatively few tenured and tenure-track underrepresented minority (URM) faculty in these research university departments, even though a growing number and percentage of minorities were completing their PhDs. Qualified minorities were not joining faculties of many science and engineering disciplines. However, in some engineering disciplines, there was a better match between the percentage of URMs in recent PhD attainment versus among assistant professors. The percentage of URMs in science and engineering BS attainment generally increased over time, but URM students were likely to find themselves without minority faculty as optimal role models and mentors. In most disciplines, URM faculty were so few that a minority student could get a BS or PhD without ever being taught by or having access to a URM professor in that discipline. There were few minority full professors in the physical sciences and engineering disciplines studied; the highest percentage of all URMs combined among full professors was less than 5% (chemical engineering). However, there was a disproportionately large number of White male professors as role models for White male students. For example, in 2005, 16.7% of the students who graduated with a BS in chemistry were URMs, but in 2007, only 3.9% of faculty at the top 100 chemistry departments were URMs. For females, those percentages were 51.7% of BS recipients and 13.7% of faculty, respectively. In contrast, the corresponding percentages for White males were 37.4% of BS recipients and 74.2% of faculty, respectively.

In most disciplines studied, the percentage of URMs among recent PhD recipients was significantly greater than their percentage among assistant professors, indicating under-utilization; exceptions included civil engineering and mechanical engineering. In the top 50 departments of chemistry and math, the percentage of Hispanic and Native American faculty among assistant professors was lower than among associate professors, revealing a decline in hiring those minorities. In contrast, in all disciplines studied, the highest percentage of female faculty was at the level of assistant professor, as a result of increased recent hiring of women.

Comparing the representation of URMs among assistant professors in the top 50 departments, versus those in the next group of 50, gave mixed results; in engineering, the top 50 departments had higher percentages of URMs, while the top 50 chemistry, math, and computer science departments had lower representations of URMs than did the group of next 50 departments. URM women faculty, especially “full” professors, were almost nonexistent in physical sciences and engineering departments at research universities. Surprisingly, most of the few female minority full professors in those disciplines were not born in the U.S.

The FY 2005 Surveys have no final written report, but the data tables (along with those from the 2002 and 2007 surveys) are available online.[9]

The FY 2002 Surveys final report is available online,[10] and its analysis focused mostly on women. Selections from its executive summary follows.

This NDS was the first national and comprehensive analysis of tenured and tenure track faculty in the “top 50” departments of 14 science and engineering disciplines, quantifying faculty headcount and the underrepresentation of minorities and women among faculty. There were few tenured and tenure-track women faculty in these departments in research universities, even though a growing number of women were completing their PhDs. Qualified women were not going to science and engineering departments. In some engineering disciplines, there was a better match between the representation of females in PhD attainment versus the faculty, but these disciplines were the ones with very low percentages of females in PhD attainment. Underrepresented minority (URM) women faculty were almost nonexistent in science and engineering departments at research universities. In the “top 50” computer science departments, there were no Black, Hispanic, or Native American tenured or tenure track women faculty. For chemistry and chemical engineering faculties, additional national origin data revealed that recently, more immigrants had been hired as faculty than had American females and American minorities combined.

The percentage of women in BS attainment in science and engineering continued to increase over time, but they were likely to find themselves without the female faculty needed for optimal role models. In some disciplines, it was likely that a woman could get a bachelor of science without being taught by a female professor in that discipline; it was also possible for a woman to get a PhD in science or engineering without having access to a woman faculty member in her field.There were a drastically disproportionate number of male professors as role models for male students. For example, in 2000, 48.2% of the students graduating with a BS in math were women, but in 2002, only 8.3% of the faculty was female. The percentage of women among full professors ranged from 3% to 15%.

In all but one discipline surveyed, the highest percentage of female faculty was at the level of assistant professor, which was still lower than the percentage of women among recent PhD recipients (the hiring pool for assistant professors). Even in disciplines where women outnumbered men earning PhDs, the percentage of assistant professors who were White male was greater than that of females. For example, in psychology, 66.1% of the PhDs between 1993 and 2002 were women; while in 2002, they accounted for only 45.4% of the assistant professors. The data demonstrated that while the representation of females in science and engineering PhD attainment had significantly increased in recent years, the corresponding faculties were still overwhelmingly dominated by White men. In most science disciplines, the percentage of women among faculty recently hired was not comparable to that of recent women PhDs.

Impacts

Nelson's diversity research has been cited by dozens of newspapers, magazines, and journals, including Nature,[11] The New York Times,[12][13] The Christian Science Monitor,[14] and CNN.[15] The Government Accountability Office used Nelson's data for its July 2004 report to Congress on Title IX, specifically addressing women's access to opportunities in the sciences.[16] Nelson has also written about diversity in the STEM fields for outlets, such as PBS [17] and the Association for Women in Science.[18]

New programs designed and installed

Many educational institutions used the Nelson Diversity Surveys to implement new programs and to increase the diversity on their own campuses. Some of these had been awarded NSF ADVANCE grants; in some instances, the NDS were cited or obviously used in the resulting ADVANCE program postings.

Table 1. NSF ADVANCE IT (Institutional Transformation) Grant Use of Nelson Diversity Surveys (NDS)[19]

Institution Award yearGrant duration (yrs)Application
University of Washington20014A,C
University of Puerto Rico, Humacao 2001 4 A
Georgia Institute of Technology 2001 5 A
University of California, Irvine 2001 5 A
New Mexico State University 2002 4 A
Hunter College, City University of New York 2002 5 A
University of Colorado, Boulder 2002 5 A
University of Pittsburgh 2002 4 -
University of Michigan, Ann Arbor 2002 5 -
University of Wisconsin, Madison 2002 5 -
Virginia Polytechnic Institute and State University 2003 5 A,C
University of Illinois, Chicago 2003 2 A
Syracuse University 2003 3 A
Iowa State University 2003 4 A
Case Western Reserve University 2003 5 A
Kansas State University 2003 5 A
University of Alabama at Birmingham 2003 5 A
University of Rhode Island 2003 5 A
Louisiana State University 2003 3 -
University of Central Florida 2003 3 -
University of Connecticut 2003 3 -
University of Montana 2003 4 -
University of Utah 2003 4 -
University of Maryland, Baltimore County 2003 5 -
University of Texas at El Paso 2003 5 -
Utah State University 2003 5 -
Columbia University's Earth Institute 2004 5 A
AAAS 2005 3 -
Cornell University 2006 5 A,B
Rice University 2006 5 A,C
California State Polytechnic University, Pomona 2006 5 A
Iowa State University 2006 5 A
Rensselaer Polytechnic Institute 2006 5 A
University of Illinois, Chicago 2006 5 A
University of North Carolina at Charlotte 2006 5 A
Brown University2006 5 C
University of Arizona2006 5 C
Duke University2006 3 -
Marshall University2006 3 -
New Jersey Institute of Technology2006 3 -
University of Maryland Eastern Shore2006 3 -
Cal Poly Pomona Foundation, Inc.2006 6 -
Rensselaer Polytechnic Institute2006 6 -
Cornell University2006 6 A
University of Washington2006 5 -
Guardians of Honor2007 1 -
University of Nebraska-Lincoln2008 5 -
Ohio State University Research Foundation2008 5 A
Rutgers University New Brunswick2008 5 A
Washington State University2008 5 -
North Dakota State University Fargo2008 5 B,C
Northeastern University2008 5 B
Wright State University2008 5 -
Michigan State University 2008 5 -
Purdue University 2008 5 A
Association for Women in Science, Inc.2009 1 A
University of Arkansas2009 2 -
American Association For Advancement Science2010 4 -
Jackson State University2010 5 -
Syracuse University2010 5 -
New Jersey Institute of Technology2010 2 -
University of Maine2010 5 -
Texas A&M University Main Campus2010 5 A
Lehigh University2010 5 -
University of Maryland College Park2010 5 A
West Virginia University Research Corporation2010 5 -
University of New Hampshire 2012 5 -
University of California-Davis 2012 5 A, B, C
Rochester Institute of Tech 2012 5 -
University of Cincinnati 2012 5 -
University of Virginia 2012 5 -

Table 1. legend: A=Uses NDS data for comparison or analysis, B=Cites NDS data, C=Provides link to NDS tables.

New research at universities

Students at many universities analyzed NDS data for their PhD and MS research on issues pertinent to women,[20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52] minorities,[53][54][55][56][57][58][59][60][61][62][63][64][65][66][67][68] or both.[69][70][71]

New area of research spawned

Due to the interest and research generated in faculty diversity, and because of the great impact and increasing potential for impact, a new area of research was spawned at NSF during the years 2007 to 2012 – the Science of Broadening Participation.[72][73]

NDS coupled by other similar programs

References

  1. ↑ Donna Nelson (2006-01-06). "Nelson Diversity Surveys". University of Oklahoma. Retrieved 2010-10-11.
  2. ↑ "ADVANCE at a Glance". National Science Foundation. 2012-07-11. Retrieved 2014-03-11.
  3. ↑ "Meeting Summary" (PDF). National Science Foundation Advisory Committee for Social, Behavioral and Economic Sciences (SBE AC). 2007-06-07. Retrieved 2014-03-11.
  4. ↑ "Broadening Participation in America’s STEM Workforce, 2009-2010 CEOSE Biennial Report to Congress" (PDF). NSF Committee on Equal Opportunities in Science and Engineering CEOSE. 2011-06-01. Retrieved 2014-03-11.
  5. ↑ Donna Nelson (2006-01-06). "A National Analysis of Diversity in Science and Engineering Faculties at Research Universities" (PDF). University of Oklahoma. Retrieved 2010-10-11.
  6. ↑ Nelson, Donna. "Diversity surveys data". Nelson Diversity Surveys. Retrieved 2013-05-18.
  7. ↑ Donna Nelson (2006-01-06). "Nelson Diversity Surveys". University of Oklahoma. Retrieved 2010-10-11.
  8. ↑ Donna Nelson (2007-01-06). "A National Analysis of Minorities in Science and Engineering Faculties at Research Universities" (PDF). University of Oklahoma. Retrieved 2010-10-11.
  9. ↑ Nelson, Donna. "Diversity surveys data". Nelson Diversity Surveys. Retrieved 2013-05-18.
  10. ↑ Donna Nelson (2006-01-06). "A National Analysis of Diversity in Science and Engineering Faculties at Research Universities" (PDF). University of Oklahoma. Retrieved 2010-10-11.
  11. ↑ "Academic Diversity". Nature. Nature Publishing Group. 447 (7146): 753–754. 2007-06-14. PMID 17568703. doi:10.1038/447753b. Retrieved 2008-03-11.
  12. ↑ Lewin, Tamar (2004-01-15). "Despite Gain in Degrees, Women Lag in Tenure in 2 Main Fields" (PDF). The New York Times. LexisNexis. Archived from the original (reprint) on September 3, 2006. Retrieved 2010-10-11.
  13. ↑ Rimer, Sara (2005-04-15). "For Women in Sciences, Slow Progress in Academia" (PDF). The New York Times. Archived from the original (PDF) on September 3, 2006. Retrieved 2007-06-01.
  14. ↑ Teicher, Stacy (2006-06-29). "The ivory tower gets more flexible" (PDF). The Christian Science Monitor. Retrieved 2007-06-01.
  15. ↑ Associated Press (2004-01-16). "White Men Dominate Science Posts" (PDF). CNN. CNN. Archived from the original (PDF) on September 3, 2006. Retrieved 2007-06-01.
  16. ↑ Cornelia M. Ashby (July 2004). "Gender Issues: Women's Participation in the Sciences Has Increased, but Agencies Need to Do More to Ensure Compliance with Title IX" (PDF). Government Accountability Office. Retrieved 2007-06-01.
  17. ↑ Donna Nelson (2008-02-06). "Do We Need Julian Today?". NOVA Forgotten Genius. PBS. Retrieved 2008-03-11.
  18. ↑ "Contrasts in Chemistry and Chemical Engineering". Association for Women in Science. Archived from the original on April 19, 2003. Retrieved 2008-03-11.
  19. ↑ http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383
  20. ↑ Miki Yoshimura (2010). "Female Ph. D. Completion: How Field of Study Moderates the Predictive Relationships Between Social and Academic Interactions with Faculty, Research Productivity and Degree Completion". Old Dominion University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  21. ↑ Phyllis Bernice Opare (2012). "Factors that Female Higher Education Faculty in Select Science, Technology, Engineering, and Mathematics (STEM) Fields Perceive as Being Influential to Their Success and Persistence in Their Chosen Professions". Old Dominion University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  22. ↑ Monica J. Young (2012). "Engineering A Place for Women: A Study of How Departmental Climate Influences the Career Satisfaction of Female Mechanical Engineering Faculty Members". Syracuse University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  23. ↑ Michelle A. Currie (2012). "Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions". Mercer University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  24. ↑ Anna Tiffany Tindall (2012). "Case Studies of Women in Academia: Challenges, Accomplishments, and Attributions to Success". Mississippi State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  25. ↑ Beverly Absher (2007). "Attracting and Keeping Female and Minority Faculty Members in Christian Higher Education". Union University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  26. ↑ Arland Nguema Ndong (2011). "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs". University of South Florida, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  27. ↑ Jennifer M. Churchwell (2006). "Becoming an Academic: Internal and External Influences on Graduate Student Identity Commitment". University of Michigan, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  28. ↑ Marla A. Sole (2010). "The Experiences of Individuals in Doctoral Mathematics Programs: A Focus on Women". New York University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  29. ↑ Stephanie Nicole Galloway (2012). "African American Women Making Race Work in Science, Technology, Engineering, and Math (STEM)". University of North Carolina at Chapel Hill, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  30. ↑ Nikisha P. Williams (2009). "Differences in Perceptions of Stigma, Mentoring Support, and Achievement Potential Between Stigmatized and Non-stigmatized Doctoral Students". City University of New York, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  31. ↑ Eva Rita (2009). "Recruiting Underrepresented Minority Undergraduates to Research Science: An Investigation of the Curriculum of a Minority Program". University of California, Riverside, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  32. ↑ Nicholas Flori (2007). "In Search of Meaningful Mathematics: The Role of Aesthetic Choice". Stanford University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  33. ↑ Viveka Oneatric Borum (2010). "Building a Model of Success: Examining Black Women with Doctoral Degrees in Mathematics". Columbia University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  34. ↑ Elizabeth Mooney O’Callaghan (2010). "A Study of Longitudinal Gender Differences in Faculty Promotion and Rank Attainment at a Research University: Toward an Understanding of the Glass Ceiling". University of Wisconsin - Madison, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  35. ↑ Sherie Lynn McClam (2004). "Fitting in or Opting Out: Deconstructing the Marginalization of Women in Academic Science". University of Colorado at Boulder, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  36. ↑ Willyetta Adele Mitchell (2009). "Physics Instructors are Not Blank Slates Either: An Exploratory Study of Introductory Physics Instruction". North Carolina State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  37. ↑ Brianna Blaser (2008). "More Than Just Lab Partners: Women Scientists and Engineers Married and Partnered to Other Scientists and Engineers". University of Washington, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  38. ↑ Janet Krause Van der Veen (2007). "Symmetry and Aesthetics in Introductory Physics: An Experiment in Interdisciplinary Physics and Fine Arts Education". University of California, Santa Barbara, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  39. ↑ Wenying Shi (2010). "A Journey Towards Professional Integration – Experience of Immigrant Ph. D. Students in Breaking Down Barriers to Enter Canadian Academia". University of Alberta (Canada), ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  40. ↑ Marc Andre Nivet (2008). "Envisioning Future Selves: African American Medical Students on the Path to Careers in Academic Medicine". University of Pennsylvania, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  41. ↑ Mary Carme Murphy (2007). "A Contextual Theory of Social Identity Threat: Cues, Contingencies, and Belonging in Academic Settings". Stanford University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  42. ↑ James L. Borgford-Parnell (2006). "Conceptions of Teaching in a Research-Intensive University: What Effective Teachers Think". University of Washington, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  43. ↑ Barbara A. Hogue (2012). "Gender Differences in Self-Efficacy and Sense of Class and School Belonging for Majors in Science, Technology, Engineering, and Mathematics (STEM) Disciplines". Walden University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  44. ↑ Isabelle J. Fagnot (2011). "The Good, the Bad, and the Persuasive: Enhancing Retention of Future Information Professionals through Attitude Inoculation". Syracuse University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  45. ↑ Dola Chaudhuri (2011). "Career Path Barriers of Women Doctoral Students in STEM (Science, Technology, Engineering, Mathematics) Disciplines". Arizona State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  46. ↑ Kathy S. Curry (2010). "Undergraduate Female Science-Related Career Choices: A Phenomenological Study". University of Phoenix, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  47. ↑ Lorella L. Espinosa (2009). "Pipelines and Pathways: Women of Color in STEM Majors and the Experiences That Shape Their Persistence". University of California, Los Angeles, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  48. ↑ Vanessa L. Wyss (2008). "Questioning the Gender Critical Mass Theory in Physics". University of Virginia, Los Angeles, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  49. ↑ Lisa D. Weaver (2006). "How Communication and Sensemaking in an Academic Community of Practice Affects Individuals' Professional Identities". Pennsylvania State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  50. ↑ Angela Perine Ferreira (2013). "Are All Faculty Members Being Compensated Fairly? A Multi-Method Approach to Investigating Faculty Salary". University of Rhode Island, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  51. ↑ Shirley Braun (2012). "Using the Theory of Planned Behavior to Predict Middle Managers' Intentions to Hire, Develop, and Retain Science, Engineering, and Technology (SET) Professional Women". Alliant International University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  52. ↑ Yaling Xie (2007). "Inside the Fortress Besieged: Will Chinese Life Sciences Postdoctorates in The United States Return to China". University of Pennsylvania, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  53. ↑ Phyllis Bernice Opare (2012). "Factors That Female Higher Education Faculty in Select Science, Technology, Engineering, and Mathematics (STEM) Fields Perceive as Being Influential to Their Success and Persistence in Their Chosen Professions". Old Dominion University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  54. ↑ Michelle A. Currie (2012). "Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions". Mercer University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  55. ↑ Samara Fleming Burnette (2013). "Resiliency in Physics: The Lived Experiences of African-American Women Who Completed Doctoral Physics Programs". North Carolina State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  56. ↑ Senan L. Hayes (2008). "Persistence of a Better Chance Graduates in Mathematics Related Fields". Columbia University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  57. ↑ John B. Nicholas (2011). "Investigating Engineering Educators' Views on the Use of Educational Technology: A Q Methodology Study". University of Akron, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  58. ↑ Ayana M. Johnson (2012). "How Do Science, Technology, Engineering, and Mathematics Minority Faculty Members Describe Their Experiences of Graduate Student and Faculty Socialization?". University of Mississippi, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  59. ↑ Coleen Carrigan (2013). "Cracking the Code: Navigating and Subverting Dominant Class Rule in Computer Science and Engineering". University of Washington, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  60. ↑ Kimberly M. Brush (2013). "Women in Engineering: The Impact of the College Internship on Persistence into an Engineering Field". College of William and Mary, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  61. ↑ Yeri Violeta Garcia (2013). "A Case Study Exploring Science Competence and Science Confidence of Middle School Girls from Marginalized Backgrounds". University of Northern Colorado, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  62. ↑ Marc Andre Nivet (2008). "Envisioning Future Selves: African American Medical Students on the Path to Careers in Academic Medicine". University of Pennsylvania, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  63. ↑ Sara P. Diaz (2012). "Gender, Race, and Science: A Feminista Analysis of Women of Color in Science". University of Washington, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  64. ↑ Kelly Danaher (2011). "Reminders of a Positively Stereotyped Identity When Facing Stereotype Threat: Identity Consistency and Identity Accessibility as Mediating Mechanisms". University of Kansas, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  65. ↑ Rodney Charitable (2011). "A Model for Predicting a Career Success in Engineering among Women and African American Men". Walden University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  66. ↑ Carita Anissa Harrell (2008). "Minority Student Success: A Case Study of the Influence of Spirituality on African-American Student Retention". Arizona State University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  67. ↑ Emily Grey Goldman (2010). "Lipstick and Labcoats: Undergraduate Women's Gender Negotiation in STEM Fields". New York University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  68. ↑ Julie Anne Schell (2009). "Venturing Toward Better Teaching: STEM Professors' Efforts to Improve Their Introductory Undergraduate Pedagogy at Major Research Universities". Teachers College, Columbia University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  69. ↑ Phyllis Bernice Opare (2012). "Factors That Female Higher Education Faculty in Select Science, Technology, Engineering, and Mathematics (STEM) Fields Perceive as Being Influential to Their Success and Persistence in Their Chosen Professions". Old Dominion University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  70. ↑ Michelle A. Currie (2012). "Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions". Mercer University, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  71. ↑ Marc Andre Nivet (2008). "Envisioning Future Selves: African American Medical Students on the Path to Careers in Academic Medicine". University of Pennsylvania, ProQuest, UMI Dissertations Publishing. Retrieved 2014-03-11.
  72. ↑ "Meeting Summary" (PDF). National Science Foundation Advisory Committee for Social, Behavioral and Economic Sciences (SBE AC). 2007-06-07. Retrieved 2014-03-11.
  73. ↑ "Broadening Participation in America’s STEM Workforce, 2009-2010 CEOSE Biennial Report to Congress" (PDF). NSF Committee on Equal Opportunities in Science and Engineering CEOSE. 2011-06-01. Retrieved 2014-03-11.
  74. ↑ Leigh Stimolo (2006). "Nelson Diversity Surveys". Resources for Diversity in the Life Sciences:Diversity Statistics. The President and Fellows of Harvard College. Retrieved 2013-08-13.
  75. ↑ Rebecca Russell (2012). "Nelson Diversity Surveys". Women in Physics/Science Resources for Diversity. Massachusetts Institute of Technology Graduate Women in Physics. Retrieved 2013-08-13.
  76. ↑ Rebecca Russell (2012). "Nelson Diversity Surveys". Leadership and Empowerment: Resources from Graduate Women at MIT (GWAMIT). Massachusetts Institute of Technology. Retrieved 2013-08-13.
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