AAMC (American Association of Medical Colleges). 2016a. Faculty diversity in U.S. medical schools: Progress and gaps coexist.
AAMC. 2016b. The state of women in academic medicine: The pipelines and pathways to leadership, 2015-2016.
AAUW (American Association of University Women). 2013. Why so few? Women in science, technology, engineering, and mathematics.
Ackelsberg, M., J. Hart, N. Miller, K. Queeney, S.W. Van Dyne S.W. 2009. Faculty microclimate change at Smith College. Edited by W. Brown-Glade, Doing Diversity in Higher Education. New Brunswick, NJ: Rutgers University Press.
Acker, J. 1990. Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & Society 4(2):139-158.
Addessi, E., M. Borgi, and E. Palagi. 2012. Is primatology an equal-opportunity discipline? PLoS ONE 7:1-6.
AIP (American Institute of Physics). 2020. The time is now: Systemic changes to increase African Americans with bachelor’s degrees in physics and astronomy.
Akcinar, E. N., P. B. Carr, and G.M. Walton. 2011. Interactions with men and Whites matter too. Psychological Inquiry, 22(4):247-251.
Allegretto, S., A. Godoey, C. Nadler, and M. Reich. 2018. The new wave of local minimum wage policies: Evidence from six cities. University of California, Berkeley: Center on Wage and Employment Dynamics.
Allen, J., J.L. Smith, D. Thoman, and R.W. Walters. 2018. Fluctuating team science: Perceiving science as collaborative improves science motivation. Motivation Science 4:347-361.
Allen, T.D., L.T. Eby, M.L. Poteet, E. Lentz, and L. Lima. 2004. Career benefits associated with mentoring for protégés: A meta-analysis. Journal of Applied Psychology, 89:127-136.
Alper, J. 1993. The pipeline is leaking women all the way along. Science, 260(5106):409-411.
Ambady, N., M. Shih, A. Kim, T.L. Pittinsky. 2001. Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science 12(5):385-390.
Amrein, K., A. Langmann, A. Fahrleitner-Pammer, T. R. Pieber, and I. Zollner-Schwetz. 2011. Women underrepresented on editorial boards of 60 major medical journals. Gender Medicine 8(6):378-387.
Andersson, L. M., and C. M. Pearson. 1999. Tit for tat? The spiraling effect of incivility in the workplace. The Academy of Management Review 24(3):452-471.
Antecol, H., K. Bedard, and J. Stearns. 2018. Equal but inequitable: Who benefits from gender-neutral tenure clock stopping policies? American Economic Rreview, 108(9):2420-2441.
APA Handbook of the Psychology of Women. 2018. Edited by C. B. Travis and White, J.W: American Psychological Association.
APS (American Physical Society). 2018. Bachelor’s degrees earned by women, by major: American Physical Society.
Aragón, O. R., S.L. Eddy, and M.J. Graham. 2018. Faculty beliefs about intelligence are related to the adoption of active-learning practices. CBE—Life Sciences Education.
Armstrong, M. A., and J. Jovanovic. 2015. Starting at the crossroads: Intersectional approaches to institutionally supporting underrepresented minority women STEM faculty. Journal of Women and Minorities in Science and Engineering 21(2):141-157.
Armstrong, M. A., and J. Jovanovic. 2017. The intersectional matrix: Rethinking institutional change for URM women in STEM. Journal of Diversity in Higher Education 10(3):216-231.
Aronson, J., C.B. Fried, and C. Good, C. 2002. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 38:113-125.
Arroyo, A. T. 2009. Orienting Historically Black Colleges and Universities for the future: Aligning their historic mission with appropriate pedagogical policy. The Journal of Race and Policy 5(1).
ASEE (American Society for Engineering Education). 2016. Engineering by the numbers: ASEE retention and time-to-graduation benchmarks for undergraduate engineering schools, departments and programs.
Asgari, S., N. Dasgupta, and J.G. Stout. 2012. When do counterstereotypic ingroup members inspire versus deflate? The effect of successful professional women on young women’s leadership self-concept. Personality and Social Psychology Bulletin 38:370-383.
Ash, A.S., P.L. Carr, R. Goldstein, and R.H. Friedman. 2004. Compensation and advancement of women in academic medicine: Is there equity? Annals of Internal Medicine, 141:205-212.
Ashburn-Nardo, L. 2018. What can allies do? (Eds.). The Handbook of Workplace Discrimination. Oxford, UK: Oxford University Press.
Ashburn-Nardo, L., K. A. Morris, and S. A. Goodwin. 2008. The confronting prejudiced responses (CPR) model: Applying CPR in organizations. 7(3):332-342.
Association of Governing Boards. 2016. ABG board of directors’ statement on governing board accountability for campus climate, inclusion, and civility. Edited by Association of Governing Boards. Washington, DC.
Atherton, T. J., R.S. Barthelemy, W. Deconinck, M.L. Falk, S. Garmon, E. Long, M. Plisch, E. Simmons, and K. Reeves. 2016. LGBT climate in physics: Building an Inclusive Community. American Physical Society, College Park, MD.
August, L., and J. Waltman. 2004. Culture, climate, and contribution: Career satisfaction among female faculty. Research in Higher Education 45(2):177-192.
Aycock, L. M., Z. Hazari, E. Brewe, K.B.H. Clancy, T. Hodapp, and R.M. Goertzen. 2019. Sexual harassment reported by undergraduate female physicists. Physical Review Physics Education Research. 15:010121.
Babcock, L., and S. Laschevar. 2003. Women don’t ask: Negotiation and the gender divide. Student edition ed: Princeton University Press.
Bailyn, L. 2003. Academic careers and gender equity: Lessons learned from mit. Gender Work and Organization 10(2):137-153.
Banchefsky, S., J. Westfall, B. Park, and C.M. Judd. 2016. But you don’t look like a scientist!: Women scientists with feminine appearance are deemed less likely to be scientists. Sex Roles, 75:95-109.
Banyard, V. L. 2015. Toward the next generation of bystander prevention of sexual and relationship violence. 1st ed, Springerbriefs in criminology: Springer International Publishing.
Banyard, V. L., E. G. Plante, and M. M. Moynihan. 2004. Bystander education: Bringing a broader community perspective to sexual violence prevention 32(1):61-79.
Banyard, V. L., M. M. Moynihan, and E. G. Plante. 2007. Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology 35(4):463-481.
Barling, J., and C. L. Cooper. 2008. The SAGE Handbook of Organizational Behavior: Volume 1—Micro Approaches. London: SAGE Publications Ltd.
Barling, J., A. G. Rogers, and E. K. Kelloway. 2001. Behind closed doors: In-home workers’ experience of sexual harassment and workplace violence. Journal of Occupational Health Psychology 6(3):255-269.
Barres, B. 2006. Does gender matter? Nature 442:133-136.
Barres, B., B. Montague-Hellen, and J. Yoder. 2017. Coming out: The experience of LGBT+ people in STEM. Genome Biology 18(1):62.
Barthelemy, R. S., B. Van Dusen, and C. Henderson. 2015. Physics education research: A research subfield of physics with gender parity. Physical Review Special Topics—Physics Education Research 11(2).
Barthelemy, R. S., M. McCormick, and C. Henderson. 2016. Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions. Physical Review Physics Education Research 12(2):020119.
Bayer Corporation. 2012. Bayer facts of science education XV: A view from the gatekeepers’STEM department chairs at America’s top 200 research universities on female and underrepresented minority undergraduate STEM students. Journal of Science Education and Technology 21(3):317-324.
Becker, J. C., and J. K. Swim. 2011. Seeing the unseen: Attention to daily encounters with sexism as way to reduce sexist beliefs. Psychology of Women Quarterly 35(2):227-242.
Becker, J. C., and J. K. Swim. 2012. Reducing endorsement of benevolent and modern sexist beliefs: Differential effects of addressing harm versus pervasiveness of benevolent sexism. Social Psychology 43(3):127-137.
Beckett, L., J. Nettiksimmons, L.P. Howell, and A.C. Villablanca. 2015. Do family responsibilities and a clinical versus research faculty position affect satisfaction with career and work-life balance for medical school faculty? Women’s Health 24(6):471-480.
Bejerano, A. R., and T. M. Bartosh. 2015. Learning masculinity: Unmasking the hidden curriculum in science, technology, engineering, and mathematics courses. Journal of Women and Minorities in Science and Engineering 21:107-124.
Belanger, A. L., A. B. Diekman, and M. Steinberg. 2017. Leveraging communal experiences in the curriculum: Increasing interest in pursuing engineering by changing stereotypic expectations. Journal of Applied Social Psychology 47(6):305-319.
Bell, E. L. 1992. Myths, stereotypes, and realities of Black women: A personal reflection. The Journal of Applied Behavioral Science 28(3):363-376.
Bendels, M. H. K., R. Müller, D. Brueggmann, and D. A. Groneberg. 2018. Gender disparities in high-quality research revealed by Nature Index journals. PLoS ONE 13(1):e0189136.
Bennett, J. E., and D. Sekaquaptewa. 2014. Setting an egalitarian social norm in the classroom: Improving attitudes towards diversity among male engineering students. Social Psychology of Education 17(2):343-355.
Berdahl, J. L. 2007. The sexual harassment of uppity women. Journal of Applied Psychology 92(2):425-437.
Berdahl, J. L., and C. Moore. 2006. Workplace harassment: Double jeopardy for minority women. Journal of Applied Psychology 91(2):426-436.
Berryman, S. E. 1983. Who will do science? Trends, and their causes in minority and female representation among holders of advanced degrees in science and mathematics. New York, NY: Rockefeller Foundation.
Betz, D. E., and D. Sekaquaptewa. 2012. My fair physicist? Feminine math and science role models demotivate young girls. Social Psychological and Personality Science 3(6):738-746.
Beyer, S. 2014. Why are women underrepresented in computer science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades. Computer Science Education 24(2-3):153-192.
Bhattacherjee, A. 2012. Social science research: Principles, methods, and practices. Textbooks collection, University of South Florida Scholar Commons.
Bian, L., S.-J. Leslie, M.C. Murphy, and A. Cimpian. 2017a. Messages about brilliance undermine women’s interest in educational and professional opportunities. Journal of Experimental Social Psychology 76:404-420.
Bian, L., S.-J. Leslie, and A. Cimpian. 2017b. Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science 355(6323):389.
Bickel, J. 2004. Gender equity in undergraduate medical education: A status report. Journal of Women’s Health & Gender-Based Medicine 10(3):261-270.
Biernat, M., and A. K. Sesko. 2013. Evaluating the contributions of members of mixed-sex work teams: Race and gender matter. Journal of Experimental Social Psychology 49(3):471-476.
Biggs, J., P. H. Hawley, and M. Biernat. 2017. The academic conference as a chilly climate for women: Effects of gender representation on experiences of sexism, coping responses, and career intentions. Sex Roles:1-15.
Bilimoria, D. 2006. The relationship between women corporate directors and women corporate officers. Journal of Managerial Issues 18(1):47-61.
Bilimoria, D. 2008. Directions for future research on women on corporate boards of directors. In Women on Corporate Boards of Directors: International Research and Practice.
Bilimoria, D., and K. K. Buch. 2010. The search is on: Engendering faculty diversity through more effective search and recruitment. Change: The Magazine of Higher Learning 42(4):27-32.
Bilimoria, D., and X. Liang. 2011. Gender equity in science and engineering: Advancing change in higher education. Routledge Studies in Management, Organizations and Society: Routledge, Taylor & Francis Group.
Blackwell, L. S., K.H. Trzesniewski, and C.S. Dweck. 2007. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78:246-263.
Blair, I. V., J. E. Ma, and A. P. Lenton. 2001. Imagining stereotypes away: The moderation of implicit stereotypes through mental imagery. Journal of Personality and Social Psychology 81(5):828-841.
Blake-Beard, S., M. L. Bayne, F. J. Crosby, and C. B. Muller. 2011. Matching by race and gender in mentoring relationships: Keeping our eyes on the prize. Journal of Social Issues 67(3):622-643.
Bock, L. 2015. Work rules!: Insights from Inside Google that Will Transform How You Live and Lead. Twelve. 1:12.
Bond, M. A., L. Punnett, J. L. Pyle, D. Cazeca, and M. Cooperman. 2004. Gendered work conditions, health, and work outcomes. Journal of Occupational Health Psychology 9(1):28-45.
Bonner, F. B. 2001. Addressing gender issues in the Historically Black College and University community: A challenge and call to action. The Journal of Negro Education 70(3):176-191.
Box-Steffensmeier, J.M., C. R., R.A. Varbanov, Y.S. Hoh, M.L. Knisley, and M.A. Holmes. 2015. Survival analysis of faculty retention and promotion in the social sciences by gender. PLoS ONE 10(11):e0143093.
Boyer, M. A., B, Urlacher, N.F. Hudson, A. Niv-Solomon, L.L. Janik, M.J. Butler, S.W. Brown, and A. Ioannou. 2009. Gender and negotiation: Some experimental findings from an international negotiation simulation. International Studies Quarterly 53(1):23-47.
Branscombe, N. R., and N. Ellemers. 1998. Coping with group-based discrimination: Individualistic versus group-level strategies. In Prejudice: The Target’s Perspective. San Diego, CA, US: Academic Press. Pp. 243-266.
Brewer, M. B. 1996. When stereotypes lead to stereotyping: The use of stereotypes in person perception. In Stereotypes and Stereotyping. C. N. Macrae, C. Stangor, and M. Hewstone (eds.). New York: Guiliford Press. Pp. 254-275.
Brewster, M. E., B. Velez, C. DeBlaere, and B. Moradi. 2012. Transgender individuals’ workplace experiences: The applicability of sexual minority measures and models. Journal of Counseling Psychology 59(1):60-70.
Brewster, M. E., B. L. Velez, A. Mennicke, and E. Tebbe. 2014. Voices from beyond: A thematic content analysis of transgender employees’ workplace experiences. Psychology of Sexual Orientation and Gender Diversity 1(2):159-169.
Bronstein, P., and L. Farnsworth. 1998. Gender differences in faculty experiences of interpersonal climate and processes for advancement. Research in Higher Education 39(5):557-585.
Brown, E. R., J. L. Smith, D. B. Thoman, J. M. Allen, and G. Muragishi. 2015. From bench to bedside: A communal utility value intervention to enhance students’ biomedical science motivation. Journal of Educational Psychology 107(4):1116-1135.
Brown, K. T. 2015. Perceiving allies from the perspective of non-dominant group members: Comparisons to friends and activists. Current Psychology 34:713-722.
Brown, S. 2017. Mission: Accelerate Latino student success in higher education. Paper read at a workshop on women of color in STEM, Washington, DC.
Brunsma, D. L., D. G. Embrick, and J. H. Shin. 2017. Graduate students of color: Race, racism, and mentoring in the White waters of academia. Sociology of Race and Ethnicity 3(1):1-13.
Buchanan, N., and L. Fitzgerald. 2008. Effects of racial and sexual harassment on work and the psychological well-being of African American women. Journal of Occupational Health Psychology. 13(2)137-151.
Buchanan, N., I. Settles, A. Hall, and R. O’Connor. 2014. A review of organizational strategies for reducing sexual harassment: Insights from the U.S. Military. Journal of Social Issues 70.
Burack, C., and S. E. Franks. 2004. Telling stories about engineering: Group dynamics and resistance to diversity. NWSA Journal 16:79-95.
Buchanan, N. T., I. H. Settles, and K. C. Woods. 2008. Comparing sexual harassment subtypes among Black and White women by military rank: Double jeopardy, the jezebel, and the cult of true womanhood. Psychology of Women Quarterly 32(4):347-361.
Burgstahler, S. 2013. Universal design in higher education: Promising practices. Seattle: Do-it, University of Washington.
Burton, L., E. Bonilla-Silva, V. Ray, R. Buckelew, and E. Freeman. 2010. Critical race theories, colorism, and the decade’s research on families of color. Journal of Marriage and Family 72:440-459.
Byars-Winston, A., Y. Estrada, C. Howard, D. Davis, and J. Zalapa. 2010. Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis. Journal of Counseling Psychology 57(2):205-218.
Byars-Winston, A., P. Leverett, R. Benbow, C. Pfund, N. Thayer-Hart, and J. Branchaw. 2019. Race and ethnicity in biology research mentoring relationships. Journal of Diversity in Higher Education.
CalWomen Tech Project. 2019. CalWomen Tech Project. Available at: https://www.iwitts.org/projects/calwomentech-project.
Canning, E. A., K. Muenks, D. J. Green, and M. C. Murphy. 2019. STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Aadvances 5(2):eaau4734.
Carapina, R., C.M. McCracken, E.T. Warner, E.V. Hill, and J.Y. Reede. 2017. Organizational context and female faculty’s perception of climate for women in academic medicine. Journal of Women’s Health 26(5):549-559.
Carli, L. L., Alawa, L., Lee, Y., Zhao, B., & Kim, E. 2016. Stereotypes about gender and science: Women≠ scientists. Psychology of Women Quarterly 40:244-260.
Carnegie Mellon University. 2016. CMU’s proportion of undergraduate women in computer science and engineering soars above national averages. Available at: https://www.cmu.edu/news/stories/archives/2016/september/undergrad-women-engineering-computer-science.html.
Carnes, M., C. Morrissey, and S.E. Geller. 2008. Women’s health and women’s leadership in academic medicine: Hitting the same glass ceiling? Journal of Women’s Health 17(9):1453–1462.
Carnes, M., P. G. Devine, L. Baier Manwell, A. Byars-Winston, E. Fine, C. E. Ford, P. Forscher, C. Isaac, A. Kaatz, W. Magua, M. Palta, and J. Sheridan. 2015. The effect of an intervention to break the gender bias habit for faculty at one institution: A cluster randomized, controlled trial. Academic Medicine: Journal of the Association of American Medical Colleges 90(2):221-230.
Carney-Crompton, S., and J. Tan. 2002. Support systems, psychological functioning, and academic performance of nontraditional female students. Adult Education Quarterly 52(2):140-154.
Caroline, S., Henderson, A.D., Gilmartin, S.K., Schiebinger, L., Telle, W. 2008. Climbing the technical ladder: Obstacles and solutions for mid-level women in technology. Michelle R. Clay-man Institute for Gender Research, Stanford University, Anita Borg Institute For Women and Technology.
Carpenter, J. P., and D. P. O’Neal. 2013. Building a more supportive climate for women in STEM: Discoveries made, lessons learned. Paper read at ASEE Annual Conference and Exposition, Conference Proceedings.
Carr, P. B., and G. M. Walton. 2014. Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology 53:169-184.
Carr, P. L., L. Szalacha, R. Barnett, C. Caswell, and T. Inui. 2003. A “ton of feathers”: Gender discrimination in academic medical careers and how to manage it. Journal of Women’s Health (2002) 12(10):1009-1018.
Carr, P. L., C. Gunn, A. Raj, S. Kaplan, and K. M. Freund. 2017. Recruitment, promotion, and retention of women in academic medicine: How institutions are addressing gender disparities. Women’s Health Issues 27(3):374-381.
Carr, P. L., C.M. Gunn, S.A. Kaplan, A. Raj, and K.M. Freund. 2015. Inadequate progress for women in academic medicine: Findings from the national faculty study. Journal of Women’s Health 24(3):190-199.
Carr, P. L., L. Szalacha, R. Barnett, C. Caswell, and T. Inui. 2003. A “ton of feathers”: Gender discrimination in academic medical careers and how to manage it. Journal of Women’s Health (2002) 12(10):1009-1018.
Carrigan, C., K. O’Leary, E. Riskin, J. Yen, and M. O’Donnell. 2017. On-ramping: Following women scientists and engineers through their transition from nonacademic to faculty careers. The Journal of Technology Transfer 42(1):98-115.
Case, K. A., and M. K. Lewis. 2012. Teaching intersectional LGBT psychology: Reflections from historically Black and Hispanic-serving universities. Psychology & Sexuality 3(3):260-276.
Castilla, E. 2015. Accounting for the gap: A firm study manipulating organizational accountability and transparency in pay decisions. Organization Science 26:311-333.
Cavanagh, A. J., X. Chen, M. Bathgate, J. Frederick, D. I. Hanauer, and M. J. Graham. 2018. Trust, growth mindset, and student commitment to active learning in a college science course. CBE Life Sciences Education 17(1).
Ceci, S. J., and W. M. Williams. 2011. Understanding current causes of women’s underrepresentation in science. Proceedings of the National Academy of Sciences of the United States of America 108(8):3157-3162.
Chanderbhan-Forde, S., R. S. Heppner, and K. M. Borman. 2012. “The doors are open” but they don’t come in: Cultural capital and the pathway to engineering degrees for women. Journal of Women and Minorities in Science and Engineering 18:179-198.
Chaney, K. E., D. T. Sanchez, and J. D. Remedios. 2018. We are in this together: How the presence of similarly stereotyped allies buffer against identity threat. Journal of Experimental Social Psychology 79:410-422.
Charleston, L. J., P. L. George, J. F. L. Jackson, J. Berhanu, and M. H. Amechi. 2014. Navigating underrepresented STEM spaces: Experiences of black women in U.S. computing science higher education programs who actualize success. Journal of Diversity in Higher Education 7(3):166-176.
Chawla, D. S. 2018. Peer review fails equity test. Nature 561:295-296.
Chen, J. A., and F. Pajares. 2010. Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology 35(1):75-87.
Cheryan, S. 2012. Understanding the paradox in math-related fields: Why do some gender gaps remain while others do not? Sex Roles 66(3-4):184-190.
Cheryan, S., B. J. Drury, and M. Vichayapai. 2013. Enduring influence of stereotypical computer science role models on women’s academic aspirations. Psychology of Women Quarterly 37(1):72-79.
Cheryan, S., A. Master, and A. N. Meltzoff. 2015. Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology 6:49-49.
Cheryan, S., A. N. Meltzoff, and S. Kim. 2011a. Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers and Education 57(2):1825-1835.
Cheryan, S., J. O. Siy, M. Vichayapai, B. J. Drury, and S. Kim. 2011b. Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science 2(6):656-664.
Cheryan, S., V. C. Plaut, P. G. Davies, and C. M. Steele. 2009. Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology 97(6):1045-1060.
Cheryan, S., S. A. Ziegler, A. K. Montoya, and L. Jiang. 2017. Why are some STEM fields more gender balanced than others? Psychological Bulletin 143(1):1-35.
Cho, A. H., S. A. Johnson, C. E. Schuman, J. M. Adler, O. Gonzalez, S. J. Graves, J. R. Huebner, D. Blaine Marchant, S. W. Rifai, I. Skinner, and E. M. Bruna. 2014. Women are underrepresented on the editorial boards of journals in environmental biology and natural resource management. PeerJ 2014(1).
Clancy, K., K. Lee, E. M. Rodgers, and C. Richey. 2017. Double jeopardy in astronomy and planetary science: Women of color face greater risks of gendered and racial harassment: Gender, race, and harassment in astronomy. Journal of Geophysical Research: Planets 122(7):1610-1623.
Clancy, K. B. H., R. G. Nelson, J. N. Rutherford, and K. Hinde. 2014. Survey of academic field experiences (SAFE): Trainees report harassment and assault. PLoS ONE 9(7):e102172.
Clark, E. K., M. A. Fuesting, and A. B. Diekman. 2016. Enhancing interest in science: Exemplars as cues to communal affordances of science. Journal of Applied Social Psychology 46(11):641-654.
Clark, J., and R. Horton. 2019. What is the Lancet doing about gender and diversity? Lancet 393(10171):508-510.
Coker, A. L., H. M. Bush, B. S. Fisher, S. C. Swan, C. M. Williams, E. R. Clear, and S. DeGue. 2016. Multi-college bystander intervention evaluation for violence prevention. American Journal of Preventive Medicine 50(3):295-302.
Collins, J. C. 2001. Good to Great: Why Some Companies Make the Leap—and Others Don’t. New York, NY: Harper Business.
Collins, R., and N. Steffen-Fluhr. 2019. Hidden patterns: Using social network analysis to track career trajectories of women STEM faculty. Equality, Diversity and Inclusion: An International Journal 38.
Corbin, N. A., W. A. Smith, and J. R. Garcia. 2018. Trapped between justified anger and being the strong Black woman: Black college women coping with racial battle fatigue at historically and predominantly White institutions. International Journal of Qualitative Studies in Education 31(7):626-643.
Corneille, M., A. Lee, S. Allen, J. Cannady, and A. Guess. 2019. Barriers to the advancement of women of color faculty in stem: The need for promoting equity using an intersectional framework. Equality, Diversity and Inclusion: An International Journal 38.
Correll, S. J., and L. Mackensie. 2018. To succeed in tech, women need more visibility. Harvard Business Review.
Correll, S.J., S. Benard, and I. Paik. 2007. Getting a job: Is there a motherhood penalty? American Journal of Sociology 112(5):1297-1339.
Cortina, L. M. 2004. Hispanic perspectives on sexual harassment and social support. Personality and Social Psychology Bulletin 30(5):570-584.
Cortina, L. M., L. F. Fitzgerald, and F. Drasgow. 2002a. Contextualizing latina experiences of sexual harassment: Preliminary tests of a structural model. Basic and Applied Social Psychology 24(4):295-311.
Cortina, L. M., D. Kabat-Farr, E. A. Leskinen, M. Huerta, and V. J. Magley. 2013. Selective incivility as modern discrimination in organizations: Evidence and impact. Journal of Management 39(6):1579-1605.
Cortina, L. M., K. A. Lonsway, V. J. Magley, L. V. Freeman, L. L. Collinsworth, M. Hunter, and L. F. Fitzgerald. 2002b. What’s gender got to do with it? Incivility in the federal courts. Law & Social Inquiry 27(2):235-270.
Cortina, L. M., and V. J. Magley. 2003. Raising voice, risking retaliation: Events following interpersonal mistreatment in the workplace. Journal of Occupational Health Psychology 8(4):247-265.
Cortina, L. M., S. Swan, L. F. Fitzgerald, and C. Waldo. 1998. Sexual harassment and assault: Chilling the climate for women in academia. Psychology of Women Quarterly 22(3):419-441.
Craig, S. R., R. Scott, and K. Blackwood. 2018. Orienting to medicine: Scripting professionalism, hierarchy, and social difference at the start of medical school. Culture, Medicine, and Psychiatry 42(3):654-683.
Crangle, C. 2009. Stick as well as carrot needed to solve age-old gender bias. Nature 459:774.
Crenshaw, K. 1991. Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review 43(6):1241-1299.
Cross, K. J., K.B. Clancy, R. Mendenhall, P. Imoukhuede, and J.R. Amos. 2017. The double bind of race and gender: A look into the experiences of women of color in engineering. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.
Cruse, L. R., E. Eckerson, and B. Gault. 2018. Understanding the new college majority: The demographic and financial characteristics of independent students and their postsecondary outcomes. Washington, DC: Institute for Women’s Policy Research.
Cuddy, A. J. C., S. T. Fiske, and P. Glick. 2007. The bias map: Behaviors from intergroup affect and stereotypes. Journal of Personality and Social Psychology 92(4):631-648.
Culbertson, A. L., and P. Rosenfeld. 1994. Assessment of sexual harassment in the active-duty Navy. Military Psychology 6(2):69-93.
Cvencek, D., A.N. Meltzoff, and A.G. Greenwald. 2011. Math-gender stereotypes in elementary school children. Child Development. 82(3):766-779.
Dale, S. B., and A.B. Krueger. 2002. Estimating the payoff of attending a more selective college: An application of selection on observables and unobservables. Quarterly Journal of Economics 107:1491-1527.
Dale, S. B., and A.B. Krueger. 2011. Estimating the return to college selectivity over the career using administrative earnings data. Journal of Human Resources 49(2):323-358.
Darley, J. M., and B. Latane. 1968. Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology 8(4, Pt.1):377-383.
Dasgupta, N. 2011. Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry 22(4):231-246.
Dasgupta, N., and S. Asgari. 2004. Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology 40(5)642-658.
Dasgupta, N., M. M. Scircle, and M. Hunsinger. 2015. Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences of the United States of America 112(16):4988-4993.
Davis, A. Y. 1981. Women, Race & Class. New York, Vintage Books.
DeCastro, R., K. A. Griffith, A. Ubel, A. Stewart, and R. Jagsi. 2014. Mentoring and the career satisfaction of male and female academic medical faculty. Academic Medicine 89(2):301-311.
Decker, P. J., and B. R. Nathan. 1985. Behavior Modeling Training: Principles and Applications: Praeger.
Deloitte. 2018. Alliance for Board Diversity and Deloitte. Missing pieces report: The 2018 board diversity census of women and minorities on Fortune 500 boards.
Dennehy, T. C., and N. Dasgupta. 2017. Female peer mentors early in college increase women’s positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences of the United States of America 114(23):5964-5969.
Devine, P. G., P. S. Forscher, W. T. L. Cox, A. Kaatz, J. Sheridan, and M. Carnes. 2017. A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments. Journal of Experimental Social Psychology 73:211-215.
Di Fabio, N. M., Brandi, C., & Frehill, L. M. 2008. Professional women and minorities: A total human resources data compendium. Paper read at Commission on Professionals in Science and Technology, Washington, DC.
Díaz-García, M., Á. Moreno, and F. Saez-Martinez. 2012. Gender diversity within R&D teams: Its impact on radicalness of innovation. Innovation: Management, Policy & Practice 2236-2259.
Diekman, A., and M. Steinberg. 2013. Navigating social roles in pursuit of important goals: A communal goal congruity account of STEM pursuits. Social and Personality Psychology Compass 7(7):487-501.
Diekman, A. B., and W. Goodfriend. 2006. Rolling with the changes: A role congruity perspective on gender norms. Psychology of Women Quarterly 30(4):369-383.
Diekman, A. B., E. K. Clark, A. M. Johnston, E. R. Brown, and M. Steinberg. 2011. Malleability in communal goals and beliefs influences attraction to STEM careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology 101(5):902-918.
Dillard University. 2019. Physics and pre-engineering program. Available at: http://www.dillard.edu/_academics/college-and-degree-programs/college-of-arts-and-sciences/school-of-stem/physics-and-pre-engineering-updated/current-programs.php.
Dixon, J. C., and M. S. Rosenbaum. 2004. Nice to know you? Testing contact, cultural, and group threat theories of anti-Black and anti-Hispanic stereotypes. Social Science Quarterly 85(2):257-280.
Dobbin, F., and A. Kalev. 2016. Why diversity programs fail. Harvard Business Review.
Dovidio, J. F., N. Evans, and R. B. Tyler. 1986. Racial stereotypes: The contents of their cognitive representations. Journal of Experimental Social Psychology 22(1):22-37.
Dovidio, J. F., M. Hebl, J.A. Richeson, and J.N. Shelton. 2006. Nonverbal communication, race, and intergroup interaction. In The SAGE Handbook of Nonverbal Communication, edited by V. Manusov, and M. L. Patterson (Eds.). Thousand Oaks, CA: SAGE Publications. Pp. 481-500.
Downing, R. A., F. J. Crosby, and S. Blake-Beard. 2005. The perceived importance of developmental relationships on women undergraduates’ pursuit of science. Psychology of Women Quarterly 29(4):419-426.
Dressler, W. W., K. S. Oths, and C. C. Gravlee. 2005. Race and ethnicity in public health research: Models to explain health disparities. Annual Review of Anthropology 35:231-252.
Droogendyk, L., S. C. Wright, M. Lubensky, and W. R. Louis. 2016. Acting in solidarity: Cross-group contact between disadvantaged group members and advantaged group allies. Wiley-Blackwell Publishing Ltd.
Duerstock, B., and C. Shingledecker. 2014. From college to careers: Fostering inclusion of persons with disabilities in STEM. American Association for the Advancement of Science.
Duffy, J., S. Wareham, and M. Walsh. 2004. Psychological consequences for high school students of having been sexually harassed. Sex Roles 50(11):811-821.
Dweck, C., Chiu, C., & Hong, Y. 1995. Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry 6:267-285.
Dweck, C. S. 2006. Mindset: The new psychology of success. New York, NY, US: Random House.
Eagly, A. H., and A. Mladinic. 1994. Are people prejudiced against women? Some answers from research on attitudes, gender stereotypes, and judgments of competence. European Review of Social Psychology 5(1):1-35.
Eagly, A. H., and S. Riger. 2014. Feminism and psychology: Critiques of methods and epistemology. American Psychologist 69(7):685-702.
Eaton, A., J.F. Saunders, R.K. Jacobson, and K. West. 2019. How gender and race stereotypes impact the advancement of scholars in STEM: Professors’ biased evaluations of physics and biology post-doctoral candidates.
Eby, L., T.D. Allen, S.C. Evans SC, T. Ng, and D. Dubois. 2008. Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior 72(2):254-267.
Eckel, P., & Kezar, A. 2003. Taking the Reins: Institutional Transformation in Higher Education. Phoenix, AZ: ACE/ORYX Press.
Eckel, P., & Kezar, A. 2016. The intersecting authority of boards, presidents, and faculty: Toward shared leadership. In American Higher Education in the Twenty-first Century: Social, Political, and Economics Challenges. Baltimore, MD: Johns Hopkins Press. Pp. 155-187.
Eliason, M. J., S. L. Dibble, and P. A. Robertson. 2011. Lesbian, gay, bisexual, and transgender (LGBT) physicians’ experiences in the workplace. Journal of Homosexuality 58(10):1355-1371.
Emerson, K. T. U., and M. C. Murphy. 2015. A company I can trust? Organizational lay theories moderate stereotype threat for women. Personality and Social Psychology Bulletin 41(2):295-307.
Ensher, E. A., E.J. Grant-Vallone, and S.I. Donaldson. 2001. Effects of perceived discrimination on organizational citizenship behavior, job satisfaction, and organizational commitment. Human Resource Development Quarterly 12:53-72.
Etzkowitz, H., C. Kemelgor, M. Neuschatz, B. Uzzi, H. Etzkowitz, C. Kemelgor, M. Neuschatz, B. Uzzi, and J. Alonzo. 1994. The paradox of critical mass for women in science. Science 266:51-54.
Fazio, R. H., J. R. Jackson, B. C. Dunton, and C. J. Williams. 1995. Variability in automatic activation as an unobtrusive measure of racial attitudes: A bona fide pipeline? Journal of Personality and Social Psychology 69(6):1013-1027.
Feeney, M. K., and M. Bernal. 2010. Women in STEM networks: Who seeks advice and support from women scientists? Scientometrics 85(3):767-790.
Feldblum, C. R., and V. A. Lipnic. 2016. Select task force on the study of harassment in the workplace. U.S. Equal Employment Opportunity Commission.
Felder, P. 2010. On doctoral student development: Exploring faculty mentoring in the shaping of African American doctoral student success. The Qualitative Report 15(3):455-474.
Felder, P. P., and M. J. Barker. 2013. Extending bell’s concept of interest convergence: A framework for understanding the African American doctoral student experience. International Journal of Doctoral Studies 8(1):1-20.
Fisher, A., J. Margolis, and F. Miller. 1997. Undergraduate women in computer science: Experience, motivation and culture. SIGCSE Bulletin 29:106-110.
Fiske, S. T. 1999. (dis)respecting versus (dis)liking: Status and interdependence predict ambivalent stereotypes of competence and warmth. Journal of Social Issues 55(3):1999.
Fiske, S. T. 2010. Envy up, scorn down: How comparison divides us. American Psychologist 65(8):698-706.
Fiske, S. T., A. J. C. Cuddy, P. Glick, and J. Xu. 2002. A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology 82(6):878-902.
Fitzgerald, L. F. 1990. Sexual harassment: The definition and measurement of a construct. In Ivory power: Sexual harassment on campus. SUNY series on the psychology of women. Albany, NY: State University of New York Press. Pp. 21-44.
Fitzgerald, L. F., F. Drasgow, C.L. Hulin, M.J. Gelfand, and V.J. Magley. 1997. Antecedents and consequences of sexual harassment in organizations: A test of an integrated model. Journal of Applied Psychology 82:578-589.
Folkman, Z. 2015. A study in leadership: Women do it better than men. In Real Women, Real Leaders (eds K. Hurley and P. Shumway). Wiley.
Foor, C. E., S. E. Walden, and D. A. Trytten. 2007. “I wish that I belonged more in this whole engineering group”: Achieving individual diversity. Journal of Engineering Education 96:103-115.
Foster, S. J.E. McMurray, M. Linzer, M. Rosenberg, and M. Carnes. 2000. Results of a gender-climate and work-environment survey at a Midwestern academic health center. Academic Medicine 75(6):653–660.
Fouad, N. A., and M. C. Santana. 2017. SCCT and underrepresented populations in STEM fields: Moving the needle. Journal of Career Assessment 25(1):24-39.
Fox, M. F. 2001. Women, science, and academia: Graduate education and careers. Gender & Society 15(5):654-666.
Franklin, J. D., W. A. Smith, and M. Hung. 2014. Racial battle fatigue for Latina/o students: A quantitative perspective. Journal of Hispanic Higher Education 13(4):303-322.
Franklin, P. 1981. Commuter students. Education 12(3):117-215.
Freeman, S., S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America 111(23):8410.
Fries-Britt, S., C.A.G. Mwangi, and A.M. Peralta. 2014. Learning race in a U.S. Context: An emergent framework on the perceptions of race among foreign-born students of color. Journal of Diversity in Higher Education 7:1-13.
Fuesting, M. A., and A. B. Diekman. 2017. Not by success alone: Role models provide pathways to communal opportunities in STEM. Personality and Social Psychology Bulletin 43(2):163-176.
Fuesting, M. A., A. B. Diekman, K. L. Boucher, M. C. Murphy, D. L. Manson, and B. L. Safer. 2019. Growing stem: Perceived faculty mindset as an indicator of communal affordances in STEM. Journal of Personality and Social Psychology 117(2):260-281.
Gaertner, S. L., and J. P. McLaughlin. 1983. Racial stereotypes: Associations and ascriptions of positive and negative characteristics. Social Psychology Quarterly 46(1):23-30.
Garvin, D. 2000. Learning in action: A guide to putting the learning organization to work. Harvard Business Press.
Gates, A. Q., S. Hug, H. Thiry, R. Aló, M. Beheshti, J. Fernandez, N. Rodriguez, and M. Adjouadi. 2011. The computing alliance of Hispanic-serving institutions: Supporting Hispanics at critical transition points. ACM Transactions on Computing Education 11(3).
Gates, A. Q., C. Casas, C. Servin, and M. Slattery. 2015. Using peer-led team learning to build university-community college relationships. Paper read at proceedings—Frontiers in Education Conference.
Gaucher, D., J. Friesen, A.C. Kay. 2011. Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology. 101:109-128.
Gaventa, J. and R. McGee. 2013. The impact of transparency and accountability initiatives. Development Policy Review 31:s3-s28. doi:10.1111/dpr.12017.
Gayles, J. G., and F. D. Ampaw. 2011. Gender matters: An examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Research 2011(152):19-25.
Geena Davis Institute on Gender in Media. 2018. Portray her: Representations of women STEM characters in media. Available at: https://seejane.org/research-informs-empowers/portray-her/.
Geisler, C., D. Kaminski, and R. A. Berkley. 2007. The 13+ club: An index for understanding, documenting, and resisting patterns of non-promotion to full professor. NWSA Journal 19(3):145-162.
Geronimus, A. T., M. Hicken, D. Keene, and J. Bound. 2006. “Weathering” and age patterns of allostatic load scores among Blacks and Whites in the United States. American Journal of Public Health 96:826-833.
Ghavami, N., and L. A. Peplau. 2012. An intersectional analysis of gender and ethnic stereotypes: Testing three hypotheses. Psychology of Women Quarterly 37(1):113-127.
Gibson, D. E. 2004. Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65:134-156.
Ginther, D. 2006. The economics of gender differences in employment outcomes in academia. In Biological, social, and organizational components of success for women in academic science and engineering, edited by National Academy of Engineering, National Academy of Sciences, and Institute of Medicine. Committee on Maximizing the Potential of Women in Academic Science and Engineering. Washington, DC: The National Academies Press.
Girod, S., M. Fassiotto, D. Grewal, M. C. Ku, N. Sriram, B. A. Nosek, and H. Valantine. 2016. Reducing implicit gender leadership bias in academic medicine with an educational intervention. Academic Medicine 91(8):1143-1150.
Glomb, T. M., W. L. Richman, C. L. Hulin, F. Drasgow, K. T. Schneider, and L. F. Fitzgerald. 1997. Ambient sexual harassment: An integrated model of antecedents and consequences. Organizational Behavior and Human Decision Processes 71(3):309-328.
Glomb, T., L. Munson, C. Hulin, M. Bergman, and F. Drasgow. 1999. Structural equation models of sexual harassment: Longitudinal explorations and cross-sectional generalizations. The Journal of Applied Psychology 84:14-28.
Goldstein, A. P., and M. Sorcher. 1973. Changing supervisor behavior: Pergamon Press.
Good, C., J. Aronson, and M. Inzlicht. 2003. Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology 24:635-662.
Good, C., A. Rattan, and C. S. Dweck. 2012. Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personal and Social Psychology 102(4):700-717.
Gottlieb, A., and E.L. Travis. 2018. Rationale and models for career advancement sponsorship in academic medicine: The time is here; the time is now. Academic Medicine 93:1620-1623.
Gould, J. 2015. How to build a better PhD. Nature 528:22-25.
Graham, M. J., J. Frederick, A. Byars-Winston, A.B. Hunter, and J. Handelsman. 2013. Increasing persistence of college students in STEM. Science 341:1455-1456.
Gravlee, C. C. 2009. How race becomes biology: Embodiment of social inequality. American Journal of Physical Anthropology 139:47-57.
Green, L. R., K. Blasik, K. Hartshorn, and E. Shatten-Jones. 2000. Closing the achievement gap in science: A program to encourage minority and female students to participate and succeed. ERS Spectrum 18(2):3-13.
Greene, J., J. Stockard, P. Lewis, and G. Richmond. 2010. Is the academic climate chilly? The views of women academic chemists. Journal of Chemical Education 87(4):381-385.
Greenfield, R. 2018. More companies than ever offer paid parental leave. Bloomberg News.
Gregerman, S. R., J.S. Lerner, W. von Hippel, J. Jonides, and B.A. Nagda. 1998. Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education 22:55-72.
Grogan, K. 2018. How the entire scientific community can confront gender bias in the workplace. Nature Ecology & Evolution 3(1)3-6.
Gross, D., E. S. Pietri, G. Anderson, K. Moyano-Camihort, and M. J. Graham. 2015. Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE Life Sciences Education 14(4):ar36.
Grunert, M. L., and G. M. Bodner. 2011. Finding fulfillment: Women’s self-efficacy beliefs and career choices in chemistry. Chemistry Education Research and Practice 12:420-426.
Guarino, C. M., and V. M. Borden. 2017. Faculty service loads and gender: Are women taking care of the academic family? 58(6):672-694.
Gutierrez, G., Y.F. Niemann, C.G. Gonzalez, and A.P. Harris. 2012. Presumed incompetent: The intersections of race and class for women in academia. Logan, UT: Utah State University Press.
Guzman, F., J. Trevino, F. Lubuguin, and B. Aryan. 2010. Microaggressions and the pipeline for scholars of color. In Microaggressions and marginality: Manifestation, Dynamics, and Impact. D. W. S. (Ed.): John Wiley & Sons Inc. Pp. 145-167.
Haak, D. C., J. HilleRisLambers, E. Pitre, and S. Freeman. 2011. Increased structure and active learning reduce the achievement gap in introductory biology. Science 332(6034):1213-1216.
Hall, W., T. Schmader, A. Aday, M. Inness, and E. Croft. 2018. Climate control: The relationship between social identity threat and cues to an identity-safe culture. Journal of Personality and Social Psychology 115(3)446-467.
Handelsman, J., S. Miller, and C. Pfund. 2007. Scientific Teaching. MacMillan.
Hardcastle, V., S. Furst-Holloway, R. Kallen, and F. Jacquez. 2019. It’s complicated: A multi-method approach to broadening participation in STEM. Equality, Diversity and Inclusion: An International Journal.
Harned, M. S., and L.F. Fitzgerald. 2002. Understanding a link between sexual harassment and eating disorder symptoms: A mediational analysis. Journal of Consulting and Clinical Psychology 70(5):1170-1181.
Harris, M. 2007. Careless hiring can be disastrous. Sunday/Business Times, November 18. P.2
Harrison, C., and K. D. Tanner. 2018. Language matters: Considering microaggressions in science. CBE Life Sciences Education 17(1):fe4.
Hart, K. A. 2004. Who are the men in nursing? Breakthrough to Nursing. 52(2). Available at: https://www.nsna.org/uploads/2/2/4/5/22459246/novemberdecember_study_who_are_the_men_in_nursing.pdf.
Hayes, A. R., and R. S. Bigler. 2013. Gender-related values, perceptions of discrimination, and mentoring in STEM graduate training. International Journal of Gender, Science and Technology 5:254–280.
Hayes, A. R., and R. S. Bigler. 2015. Postbaccalaureate stem students’ perceptions of their training: Exploring the intersection of gender and nativity. International Journal of Gender, Science and Technology 7:180-204.
Hazari, Z., R.H. Tai, and P.M. Sadler. 2006. Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education 91(6):847-876.
Hebl, M., J. F. Dovidio, J. A. Richeson, J. N. Shelton, S. L. Gaertner, and K. Kawakami. 2009. Interpretation of interaction: Responsiveness to verbal and nonverbal cues. In Intergroup Misunderstandings: Impact of Divergent Social Realities. Psychology Press.
Helms, M. M., and S. Bellar, S. 2016. The importance of mentoring and sponsorship in women’s career development. SAM Advanced Management Journal 81(3).
Henderson, L., and C. Herring. 2013. Does critical diversity pay in higher education? Race, gender, and departmental rankings in research universities. Politics, Groups, and Identities 1(3):299-310.
Hermanowicz, J. 2009. A physicist’s life-cycle. Physics World 22:42-43.
Hermanowicz, J. 2012. The sociology of academic careers: Problems and prospects. In Higher Education: Handbook of Theory and Research Vol. 27. Edited by J.C. Smart and M.B. Paulsen. Springer. Pp 207-248.
Hernandez, P. R., M. Estrada, A. Woodcock, and P. W. Schultz. 2017. Protégé perceptions of high mentorship quality depend on shared values more than on demographic match. Journal of Experimental Education 85(3):450-468.
Hershcovis, M. S., L. Neville, T. C. Reich, A. M. Christie, L. M. Cortina, and J. V. Shan. 2017. Witnessing wrongdoing: The effects of observer power on incivility intervention in the workplace. Organizational Behavior and Human Decision Processes 142:45-57.
Herzig, A. H. 2002. Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics 50(2):177–212.
Herzig, A. H. 2004a. Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research 74:171-214.
Herzig, A. H. 2004b. ‘Slaughtering this beautiful math’: Graduate women choosing and leaving mathematics. Gender and Education 16(3):379-395.
Hewlett, S. A., K. Peraino, L. Sherbin, and K. Sumberg. 2010. The sponsor effect: Breaking through the last glass ceiling. Harvard Business Review Research Report.
Holland, K. J., and L. M. Cortina. 2013. When sexism and feminism collide: The sexual harassment of feminist working women. Psychology of Women Quarterly 37(2):192-208.
Holland, K. J., V. C. Rabelo, and L. Cortina. 2016. See something, do something: Predicting sexual assault bystander intentions in the U.S. military. American Journal of Community Psychology 58(1-2):3-15.
Holman, L., D. Stuart-Fox, and C. E. Hauser. 2018. The gender gap in science: How long until women are equally represented? PLoS Biology 16(4):e2004956.
Holton, G., and G. Sonnert. 1995. Who succeeds in science? The gender dimension. Rutgers University Press, New Brunswick, NJ.
Horn, L., Nevill, S., Griffith, J. 2006. Profile of undergraduates in U.S. postsecondary education institutions, 2003-04: With a special analysis of community college students. Statistical analysis report. NCES 2006-184. Washington, DC: National Center for Education Statistics.
Horwitz, S., S. Rodger, M. Biggers, D. Binkley, C. Frantz, D. Gundermann, S. Hambrusch, S. Huss-Lederman, E. Munson, B. Ryder, and M. Sweat. 2009. Using peer-led team learning to increase participation and success of under-represented groups in introductory computer science. ACM SIGCSE Bulletin 41:163-167.
Hug, S., H. Thiry, and A. Gates. 2015. Strategies for sustaining change in engineering education. Paper read at proceedings—Frontiers in Education Conference.
Hughes, B. E. 2018. Coming out in STEM: Factors affecting retention of sexual minority STEM students. Science Advances 4(3):eaao6373.
Hughes, F., and P. S. Bernstein. 2018. Sexism in obstetrics and gynecology: Not just a “women’s issue.” American Journal of Obstetrics & Gynecology 219(4):364.
Huguet, P., and I. Régner. Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology 99(3):545–560.
Human Rights Watch. 2011. World report. Available at: https://www.hrw.org/world-report/2011.
Hunt, J. 2016. Why do women leave science and engineering? IRL Review 69(1):199-226.
Hurtado, S., J. Han, V. Saenz, L. Espinosa, N. Cabrera, and O. Cerna. 2007. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education 48:841-887.
Huston, W. M., C. G. Cranfield, S. L. Forbes, and A. Leigh. 2019. A sponsorship action plan for increasing diversity in STEMM. Ecology and Evolution 9(5):2340-2345.
Hyde, J. S., E. Fennema, and S. J. Lamon. 1990a. Gender differences in mathematics performance: A meta-analysis. Pyschological Bulletin 107:139-155.
Hyde, J. S., E. Fennema, M. Ryan, L. A. Frost, and C. Hopp. 1990b. Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly 14:299-324.
Hyde, J. S., S. M. Lindberg, M. C. Linn, A. B. Ellis, and C. C. Williams. 2008. Diversity. Gender similarities characterize math performance. Science 321(5888):494-495.
Ilies, R., N. Hauserman, S. Schwochau, and J. Stibal. 2003. Reported incidence rates of work-related sexual harassment in the United States: Using meta-analysis to explain reported rate disparities. Personnel Psychology 56(3):607-631.
Imafuku, R., T. Saiki, C. Kawakami, and Y. Suzuki. 2015. How do students’ perceptions of research and approaches to learning change in undergraduate research? International Journal of Medical Education 6:47-55.
Inzlicht, M., and T. Ben-Zeev. 2000. A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science 11(5):365-371.
Ioannidou, E., and A. Rosania. 2015. Under-representation of women on dental journal editorial boards. PLoS ONE 10(1).
Isbell, L. A., T. P. Young, and A. H. Harcourt. 2012. Stag parties linger: Continued gender bias in a female-rich scientific discipline. PLoS ONE 7(11).
Ivie, R., and K.N. Ray. 2005. Women in physics and astronomy. College Park, MD: American Institute of Physics.
Jackson, S. M., A. L. Hillard, and T. R. Schneider. 2014. Using implicit bias training to improve attitudes toward women in STEM. Social Psychology of Education 17(3):419-438.
Jagsi, R., E. A. Guancial, C. C. Worobey, L. E. Henault, Y. Chang, R. Starr, N. J. Tarbell, and E. M. Hylek. 2006. The “gender gap” in authorship of academic medical literature—a 35-year perspective. New England Journal of Medicine 355:281-287.
Jagsi, R., N.J. Weinstein, D.F. Tarbell. . 2007. Becoming a doctor, starting a family—leaves of absence from graduate medical education. New England Journal of Medicine 357:1889-1891.
Jardim, E., Long, M.C, Plotnick, R., van Inwegen, E., Vigdor, J., Wething, H. 2017. Minimum wage increases, wages, and low-wage employment: Evidence from Seattle. Cambridge, MA: National Bureau of Economic Research.
Johnson, A., J. Brown, H. Carlone, and A. K. Cuevas. 2011. Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching 48(4):339-366.
Johnson, I. R., E.S. Pietri, F. Fullilove, and S. Mowrer. 2019. Exploring Identity–Safety Cues and Allyship Among Black Women Students in STEM Environments. Psychology of Women Quarterly 43(2):131-150.
Johnson, J. M. 2017. Social norms, gender ratio imbalance, perceptions of risk, and the sexual behaviors of African American women at Historically Black Colleges and Universities. Journal of African American Studies 21(2):203-215.
Johnson, S. D., and Lucero, C. 2003. Transforming the academic workplace: Socializing underrepresented minorities into faculty life. Pan-organizational summit on the U.S. science and engineering workforce: Meeting Summary. Washington, DC: The National Academies Press.
Johnson, S. K., D.R. Hekman, and E.T. Chan. 2016. If there’s only one woman in your candidate pool, there’s statistically no chance she’ll be hired. Harvard Business Review. Available at: https://hbr.org/2016/04/if-theres-only-one-woman-in-your-candidate-pool-theres-statistically-no-chance-shellbe-hired.
Johnson, W. B. 2015. On being a mentor: A guide for higher education faculty. New York, NY: Routledge.
Jolly, S., K. A. Griffith, R. DeCastro, A. Stewart, P. Ubel, and R. Jagsi. 2014. Gender differences in time spent on parenting and domestic responsibilities by high-achieving young physician-researchers. Annals of Internal Medicine 160(5):344-353.
Jones, B., E. Hwang, and R. M. Bustamante. 2015a. African American female professors’ strategies for successful attainment of tenure and promotion at predominately White institutions: It can happen. Education, Citizenship and Social Justice 10(2):133-151.
Jones, L. M., K. J. Mitchell, H. A. Turner. 2015b. Victim reports of bystander reactions to in-person and online peer harassment: A national survey of adolescents. Journal of Youth and Adolescence 44(12):2308-2320.
Jones, M. T., A. E. L. Barlow, and M. Villarejo. 2010a. Importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education 81(1):82-115.
Jones, S., K. Rusch, W. Waggenspack, R. Seals, and V. Henderson. 2010b. S-STEM ENG∧2 scholars for success engineering engagement. Paper read at ASEE Annual Conference and Exposition, Conference Proceedings.
Jordan, G., and D. Bilimoria. 2007. Creating a productive and inclusive academic work environment. In Transforming Science and Engineering: Advancing Academic Women. A.J. Stewert, J.M. Malley, and D. LaVague-Manty (Eds.). Ann Arbor, MI: University of Michigan Press. Pp. 225-242.
Junge, B., C. Quinones, J. Kakietek, D. Teodorescu, and P. Marsteller. 2010. Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University. CBE—Life Sciences Education 9(2):119-132.
Kabat-Farr, D., and L.M. Cortina. 2014. Sex-based harassment in employment: New insights into gender and context. Law and Human Behavior 38(1):58-72.
Kachchaf, R., L. Ko, A. Hodari, and M. Ong. 2015. Career-life balance for women of color: Experiences in science and engineering academia. Journal of Diversity in Higher Education 8(3):175-191.
Kahneman, D. T., Thinking, fast and slow. New York: Farrar, Straus and Giroux.
Kanter, R. M. 1977. Some effects of proportions on group life: Skewed sex ratios and responses to token women. American Journal of Sociology 82(5):965-990.
Kay, A. C., and J. T. Jost. 2003. Complementary justice: Effects of “poor but happy” and “poor but honest” stereotype exemplars on system justification and implicit activation of the justice motive. Journal of Personality and Social Psychology 85(5):823-837.
Kenyon College. 2019. In faculty handbook. Available at: https://www.kenyon.edu/directories/officesservices/human-resources/employee-handbooks/faculty-handbook/24-faculty-evaluation/.
KFF (Kaiser Family Foundation). 2017. Providers and service use.
Kilmartin, C., R. Semelsberger, S. Dye, E. Boggs, and D. Kolar. 2015. A behavior intervention to reduce sexism in college men. Gender Issues 32.
King, E. B., M. R. Hebl, J. M. George, and S. F. Matusik. 2010. Understanding tokenism: Antecedents and consequences of a psychological climate of gender inequity. Journal of Management 36(2):482-510.
King, J. T., Jr., N. R. Angoff, J. N. Forrest, Jr., and A. C. Justice. 2018. Gender disparities in medical student research awards: A 13-year study from the Yale School of Medicine. Academic Medicine 93(6):911-919.
King Miller, B. A. 2017. Navigating STEM: Afro Caribbean women overcoming barriers of gender and race. SAGE Open.
Kirk, J. J., and J. Olinger. 2003. From traditional to virtual mentoring.
Klein, J. M., and E. P. Briggs. 2017. A fruitful framework: Commentary for a more integrative approach. Industrial and Organizational Psychology 10(1).
Ko, L., R. R. Kachchaf, A. K. Hodari, and M. Ong. 2014. Agency of women of color in physics and astronomy: Strategies for persistence and success. Journal of Women and Minorities in Science and Engineering 20:171-195.
Koch, A. J., S. D. D’Mello, and P. R. Sackett. 2015. A meta-analysis of gender stereotypes and bias in experimental simulations of employment decision making. Journal of Applied Psychology 100(1):128-161.
Konik, J., and L.M. Cortina. 2008. Policing gender at work: Intersections of harassment based on sex and sexuality. Social Justice Research 21(3):313-337.
Kost-Smith, L. E., S.J. Pollock, and N.D. Finkelstein. 2010. Gender disparities in second-semester college physics: The incremental effects of a “smog of bias.” Physical Review Specil Topics–Physics Education Research. Rev. ST Phys. Educ. Res 6:020112.
Krebs, K., C. Lindquist, M. Berzofsky, B.E. Shook-Sa, K. Peterson, M.G. Planty, L. Langton, and J. Stroop. 2016. Campus Climate Survey Validation Study Final Technical Report. Washington, DC: Bureau of Justice Statistics.
Kruglanski, A., and T. Freund. 1983. The freezing and unfreezing of lay-inferences: Effects on impressional primacy, ethnic stereotyping, and numerical anchoring. Journal of Experimental Social Psychology 19:448-468.
Kulis, S., D. Sicotte, and S. Collins. 2002. More than a pipeline problem: Labor supply constraints and gender stratification across academic science disciplines. Research in Higher Education 43(6):657-691.
Lagesen, V. A. 2007. The strength of numbers: Strategies to include women into computer science. Social Studies of Science 37(1):67-92.
Larivière, V., C. Ni, Y. Gingras, B. Cronin, and C. R. Sugimoto. 2013. Bibliometrics: Global gender disparities in science. Nature 504(7479):211-2013.
Latulipe, C., A. Rorrer, and B. Long. 2018. Longitudinal data on flipped class effects on performance in CS1 and retention after CS1. Proceedings of the 49th ACM technical symposium on computer science education. Baltimore, Maryland: Association for Computing Machinery.
Ledin, A., Bornmann, L., Gannon, F., & Wallon, G. 2007. A persistent problem. Traditional gender roles hold back female scientists. EMBO reports 8(11):982–987.
Lee, V. E., R. G. Croninger, E. Linn, and X. Chen. 1996. The culture of sexual harassment in secondary schools. American Educational Research Journal 33(2):383-417.
Leslie, S. J., A. Cimpian, M. Meyer, and E. Freeland. 2015. Expectations of brilliance underlie gender distributions across academic disciplines. Science 347(6219):262-265.
Levashina, J., C.J Hartwell, F.P. Morgeson, and M.A. Campion. 2014. The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology 67:241-293.
Levin, S., S. Sinclair, R.C. Veniegas, and P.L. Taylor. 2002. Perceived discrimination in the context of multiple group memberships. Psychological Science 13:557-560.
Lewis, N. A., D. Sekaquaptewa, and L. A. Meadows. 2019. Modeling gender counter-stereotypic group behavior: A brief video intervention reduces participation gender gaps on STEM teams. Social Psychology of Education 22(3):557-577.
Li, W., T. Aste, F. Caccioli, and G. Livan. 2019. Early coauthorship with top scientists predicts success in academic careers. Nature Communications 10(1):5170.
Lilienfeld, S. O. 2017. Microaggressions: Strong claims, inadequate evidence. Perspectives on Psychological Science 12(1):138-169.
Lim, S., and L.M. Cortina. 2005. Interpersonal mistreatment in the workplace: The interface and impact of general incivility and sexual harassment. Journal of Applied Psychology 90(3):483-496.
Lincoln, A. E., S. Pincus, J. B. Koster, and P. S. Leboy. 2012. The Matilda effect in science: Awards and prizes in the U.S., 1990s and 2000s. Social Studies of Science 42(2):307-320.
Linn, M. C., E. Palmer, A. Baranger, E. Gerard, and E. Stone. 2015. Undergraduate research experiences: Impacts and opportunities. Science 347:1261757.
Lockwood, P., and Z. Kunda. 1997. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology 73(1):91-103.
Lonsway, K. A., R. Paynich, and J. N. Hall. 2013. Sexual harassment in law enforcement: Incidence, impact, and perception. Police Quarterly 16(2):177-210.
Mace, R. L. 1998. A perspective on universal design. Paper presented at Designing for the 21st Century: An International Conference on Universal Design, Hofstra University, Hempstead, New York.
Mack, K. S., M.; Cantor, N.; McDermott, P.; Roy, P. 2016 June 15, 2016. Gender values: Meeting the challenges for STEM gender diversity. Paper presented at Women in Engineering Proactive Network (WEPAN) Change Leader Forum, Denver, Colorado.
MacNell, L., A. Driscoll, and A. Hunt. 2014. What’s in a name: Exposing gender bias in student ratings of teaching. Innovative Higher Education 40:291-305.
Madera, J. M., M.R. Hebl, and C. Martin. 2009. Gender and letters of recommendation for academia: Agentic and communal differences. Journal of Applied Psychology 94(6):1591–1599.
Madge, C., and A. Bee. 1999. Women, science and identity: Interviews with female physical geographers. Area 31(4):335-348.
Magley, V. J., and E. I. Shupe. 2005. Self-labeling sexual harassment. Sex Roles 53(3):173-189.
Magley, V. J., C. R. Waldo, F. Drasgow, and L. F. Fitzgerald. 1999. The impact of sexual harassment on military personnel: Is it the same for men and women? Military Psychology 11(3):283-302.
Malcom, S. M. 1979. The double bind: The price of being a minority woman in science. Report of a conference of minority women scientists. Arlie House, Warrenton, VA.
Maliniak, D., R.M. Powers, and B.F. Walter. 2013. The gender citation gap. APSA 2013 Annual Meeting Paper. Available at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2303311.
Mangurian, C., E. Linos, U. Sarkar, C. Rodriguez, and R. Jagsi. 2018. What’s holding women in medicine back from leadership. Harvard Business Review. Available at: https://hbr.org/2018/06/whats-holding-women-in-medicine-back-from-leadership.
Markus, H., and P. Nurius. 1986. Possible selves. American Psychologist 41(9):954-969.
Markus, H. R., and S. Kitayama. 2010. Cultures and selves: A cycle of mutual constitution. Perspectives on Psychological Science 5(4):420-430.
Marra, R. M., K.A. Rodgers, D. Shen, and B. Bogue, B. 2009. Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education 98:27-38.
Martinez, E. D., J. Botos, K. M. Dohoney, T. M. Geiman, S. S. Kolla, A. Olivera, Y. Qiu, G. V. Rayasam, D. A. Stavreva, and O. Cohen-Fix. 2007. Falling off the academic bandwagon. Women are more likely to quit at the postdoc to principal investigator transition. EMBO Reports 8(11):977-981.
Mason, M. A., and M. Goulden. 2004. Marriage and baby blues: Redefining gender equity in the Academy. The Annals of the American Academy of Political and Social Science 596:86-103.
Master, A., and G. M. Walton. 2013. Minimal groups increase young children’s motivation and learning on group-relevant tasks. Child Development 84(2):737-751.
Master, A., S. Cheryan, and A. N. Meltzoff. 2016. Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology 108(3):424-437.
Master, A., S. Cheryan, and A. N. Meltzoff. 2017. Social group membership increases STEM engagement among preschoolers. Developmental Psychology 53(2):201-209.
McCall, L. 2005. The complexity of intersectionality. Signs 30:1771-1800.
McCarthy, J. M., C.H. Van Iddekinge, and M.A. Campion. 2010. Are highly structured job interviews resistant to demographic similarity effects? Personnel Psychology 63:325-359.
McCoy, D. L., R. Winkle-Wagner, and C. L. Luedke. 2015. Colorblind mentoring? Exploring White faculty mentoring of students of color. Journal of Diversity in Higher Education 8(4):225.
McFarland, J., B. Hussar, J. Zhang, X. Wang, K. Wang, S. Hein, M. Diliberti, E. Forrest Cataldi, F. Bullock Mann, and A. Barmer. 2019. The condition of education 2019. (NCES 2019-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
McGee, E., D. Griffith, D., and S. Houston. 2019. “I know I have to work twice as hard and hope that makes me good enough”: Exploring the stress and strain of Black doctoral students in engineering and computing. Teachers College Record 121(6).
McGee, E. O. 2016. Devalued Black and Latino racial identities: A by-product of STEM college culture? American Educational Research Journal 53(6):1626-1662.
Meadows, L. A., and D. Sekaquaptewa. 2013. The influence of gender stereotypes on role adoption in student teams. Paper read at ASEE Annual Conference and Exposition, Conference Proceedings.
Mendenhall, R. J.R. Amos, K.B.H Clancy, P. Imoukhuede, K.J. Cross, and J.G. Cromley. 2018. Intersecting identities of women in engineering. Paper read at ASEE Annual Conference and Exposition, Salt Lake City, UT.
Million Women Mentors. 2019. About us. Available at: https://www.millionwomenmentors.com/aboutus.
Milkman, K. L., M. Akinola, and D. Chugh. 2015. What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations. Journal of Applied Psychology (6):1678-1712.
Misra, J., L. Smith-Doerr, N. Dasgupta, G. Weaver, and J. Normanly. 2017. Collaboration and gender equity among academic scientists. Social Sciences 6(1).
Miyake, A., L. E. Kost-Smith, N. D. Finkelstein, S. J. Pollock, G. L. Cohen, and T. A. Ito. 2010. Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science 330(6008):1234-1237.
Morgenroth, T., M. K. Ryan, and K. Peters. 2015. The motivational theory of role modeling: How role models influence role aspirants’ goals. Review of General Psychology 19(4):465-483.
Moriarty, M. A. 2007. Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. Equity & Excellence in Education 40(3):252-265.
Morrow, P. C., J. C. McElroy, and C. M. Phillips. 1994. Sexual harassment behaviors and work related perceptions and attitudes. Journal of Vocational Behavior 45(3):295-309.
Moss-Racusin, C.A., J. F. Dovidio, V. L. Brescoll, M. J. Graham, and J. Handelsman. 2012. Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences of the United States of America 109(41):16474-16479.
Moss-Racusin, C.A., E.S. Pietri, E.P. Hennes, J.F. Dovidio, V.L. Brescoll, G. Roussos, and J. Handelsman. 2018. Reducing STEM gender bias with VIDS (video interventions for diversity in STEM). Journal of Experimental Psychology: Applied 24:236-260.
Moss-Racusin, C.A., J. van der Toorn, J. F. Dovidio, V. L. Brescoll, M. J. Graham, and J. Handelsman. 2016. A “scientific diversity” intervention to reduce gender bias in a sample of life scientists. CBE Life Sciences Education 15(3).
Mullainathan, S., and M. Bertrand. 2004. Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination. American Economic Review 94:991-1013.
Munson, L. J., C. Hulin, and F. Drasgow. 2000. Longitudinal analysis of dispositional influences and sexual harassment: Effects on job and psychological outcomes. Personnel Psychology 53(1):21-46.
Murphy, T. E., M. Gaughan, R. Hume, and S. G. Moore Jr. 2010. College graduation rates for minority students in a selective technical university: Will participation in a summer bridge program contribute to success? Educational Evaluation and Policy Analysis 32(1):70-83.
Murray, D., K. Siler, V. Lariviére, W. M. Chan, A. M. Collings, J. Raymond, and C. R. Sugimoto. 2018. Gender and international diversity improves equity in peer review. bioRxiv:400515.
Museus, S. D., and K. A. Griffin. 2011. Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research 2011(151):5-13.
NASEM (National Academies of Sciences, Engineering, and Medicine). 2007. Beyond bias and barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC: The National Academies Press.
NASEM. 2016. Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. Edited by M. Shirley and F. Michael. Washington, DC: The National Academies Press.
NASEM. 2018a. Graduate STEMM education for the 21st century. Edited by A. Leshner and L. Scherer. Washington, DC: The National Academies Press.
NASEM. 2018b. Sexual harassment of women: Climate, culture, and consequences in academic sciences, engineering, and medicine. Edited by P. A. Johnson, S. E. Widnall and F. F. Benya. Washington, DC: The National Academies Press.
NASEM. 2019a. Minority serving institutions: America’s underutilized resource for strengthening the STEM workforce. Edited by L. L. Espinosa, K. McGuire and L. M. Jackson. Washington, DC: The National Academies Press.
NASEM. 2019b. The science of effective mentorship in STEMM. Edited by A. Byars-Winston and M. L. Dahlberg. Washington, DC: The National Academies Press.
NASEM. 2019c. Bystander intervention and approaches for correcting behavior before it escalates. https://sites.nationalacademies.org/sites/sexualharassmentcollaborative/SITES_197062.
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2006. Biological, social, and organizational components of success for women in academic science and engineering: Report of a workshop. Washington, DC: The National Academies Press.
Nassar-McMillan, S. C., M. Wyer, M. Oliver-Hoyo, and J. Schneider. 2011. New tools for examining undergraduate students’ STEM stereotypes: Implications for women and other underrepresented groups. New Directions for Institutional Research (152):87-98.
NCES (National Center for Education Statistics). 2015. Demographic and enrollment characteristics of nontraditional undergraduates: 2011–12. Jessup, MD: US Department of Education.
NCES. Almost half of Hispanic college students attend public two-year schools. Available at: https://nces.ed.gov/pubs2010/2010015/indicator6_24.asp.
National Institutes of Health. 2020. Family-friendly initiatives. Available at: https://grants.nih.gov/grants/policy/nih-family-friendly-initiative.htm.
Nelson, R. G., J.N. Rutherford, K. Hinde, and K.B.H. Clancy. 2017. Signaling safety: Characterizing fieldwork experiences and their implications for career trajectories. American Anthropologist 119(4):710-722.
Newman, L. M. Wagner, A.M Knockey, C. Marder, K. Nagle, D. Shaver, and X. Wei. 2011. The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. National Center for Special Education Research. Washington, DC: U.S. Department of Education.
Newsome, J. L. 2008. The chemistry PhD: The impact on women’s retention. London: Royal Society of Chemistry and the UK Resource Centre for Women in SET. http://www.biochemistry.org/Portals/0/SciencePolicy/Docs/Chemistry%20Report%20For%20Web.pdf.
Nittrouer, C. L., M. R. Hebl, L. Ashburn-Nardo, R. C. E. Trump-Steele, D. M. Lane, and V. Valian. 2018. Gender disparities in colloquium speakers at top universities. Proceedings of the National Academy of Sciences of the United States of America 115(1):104-108.
Nix, S., L. Perez-Felkner, and K. Thomas. 2015. Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. Frontiers in Psychology 6:530.
Nord, C., S. Roey, R. Perkins, M. Lyons, N. Lemanski, J. Brown, and J. Schuknecht. 2011. The nation’s report card: America’s high school graduates (NCES 2011-462). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Norton, M. I., J. A. Vandello, and J. M. Darley. 2004. Casuistry and social category bias. Journal of Personality Social Psychology 87(6):817-831.
NRC (National Research Council). 2001. From scarcity to visibility: Gender differences in the careers of doctoral scientists and engineers. Edited by J. S. Long. Washington, DC: The National Academies Press.
NRC. 2006. To recruit and advance: Women students and faculty in science and engineering. Washington, DC: The National Academies Press.
NRC. 2010. Gender differences at critical transitions in the careers of science, engineering, and mathematics faculty. Washington, DC: The National Academies Press.
NRC. 2013. Seeking solutions: Maximizing American talent by advancing women of color in academia: Summary of a conference. Edited by K. Matchett. Washington, DC: The National Academies Press.
NSF (National Science Foundation). 2002. Women, minorities, and persons with disabilities in science and engineering. NSF 03-312. Arlington, Virginia.
NSF. 2010. Numbers of doctorates awarded continue to grow in 2009; indicators of employment outcomes mixed. Info brief: Directorate for Social, Behavioral, and Economic Sciences. Arlington, VA.
NSF. 2011. Women, minorities, and persons with disabilities in science and engineering: NSF 11-309. Arlington, Virginia.
NSF. 2013. National Center for Science and Engineering Statistics, Scientists and Engineers Statistical Data System (SESTAT). Available at: https://www.nsf.gov/statistics/sestat/.
NSF. 2015. Doctorate recipients from U.S. Universities: 2014. Arlington, VA: National Center for Science and Engineering Statistics.
NSF. 2016b. Doctorate recipients from U.S. Universities 2016. Arlington, VA: National Center for Science and Engineering Statistics.
NSF. 2011a. Bachelor’s degrees awarded in engineering by sex, race, ethnicity, and citizenship, 1997-2016. National Center for Science and Engineering Statistics. Arlington, VA.
NSF. 2017. Women, minorities, and persons with disabilities in science and engineering. 2017. Special Report NSF 17-310. Arlington, Virginia.
NSF. 2018a. Doctorate recipients from U.S. universities: 2017. National Center for Science and Engineering Statistics, Scientists and Engineers Statistical Data System. Arlington, Virginia.
NSF. 2018b. National science board. Science and engineering indicators 2018. NSB-2018-1. https://www.nsf.gov/statistics/indicators/.
NSF. 2019. Women, minorities, and persons with disabilities in science and engineering. 2019. Special Report NSF 19-304. Arlington, Virginia.
Nüsslein-Volhard, C. 2008. Women in science—Passion and prejudice. Current Biology. 18(5):R185-187.
O’Meara, K., K. Knudsen, and J. Jones. 2013. The role of emotional competencies in faculty-doctoral student relationships. The Review of Higher Education 36(3):315-347.
O’Brien, L. T., A. Hitti, E. Shaffer, A. R. Van. Camp, D. Henry, and P. N. Gilbert. 2017. Improving girls’ sense of fit in science: Increasing the impact of role models. 8(3):301-309.
Ong, M. M. 2011. Broadening participation the status of women of color in computer science. Communications of the ACM 54:5-7.
Ong, M., C. Wright, L. Espinosa, and G. Orfield. 2011. Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review 81(2):172-209.
Ong, M., J. M. Smith, and L. T. Ko. 2018. Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching 55(2):206-245.
Oregon State University. 2019. Promotion and tenure guidelines. Available at: https://facultyaffairs.oregonstate.edu/faculty-handbook/promotion-and-tenure-guidelines#criteria.
Packard, B. W.-L., and K. C. Jeffers. 2013. Advising and progress in the community college stem transfer pathway. 33(2):65-76.
Packard, B. W.-L., J. L. Gagnon, and A. J. Senas. 2012. Navigating community college transfer in science, technical, engineering, and mathematics fields. Community College Journal of Research and Practice 36(9):670-683.
Packard, B., J. Gagnon, O. LaBelle, K. Jeffers, and E. Lynn. 2011. Women’s experiences in the stem community college transfer pathway. Journal of Women and Minorities in Science and Engineering 17:129.
Page, S. 2018. The diversity bonus: How great teams pay off in the knowledge economy: Princeton University Press.
Paice, E., S. Heard, and F. Moss. 2002. How important are role models in making good doctors? Bmj 325(7366):707-710.
Paikday, T. S., C. S. Young, H. Sachar, and A. Stuart. 2019. A leader’s guide: Finding and keeping your next chief diversity officer. Available at: www.russellreynolds.com/insights/thought-leadership/a-leaders-guide-finding-and-keeping-your-next-chief-diversity-officer.
Parker, K. 2008. Ambient harassment under Title VII: Reconsidering the workplace environment. Northwestern Law Review Suppl. 102(2):945-986.
Pawley, A. L., and J. Hoegh, J. 2011. Exploding pipelines: Mythological metaphors structuring diversity-oriented engineering education research agendas. Paper read at 2011 ASEE Annual Conference and Exposition, Vancouver, BC.
PCAST (President’s Council of Advisors on Science and Technology). 2012. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Report to the president. White House Office of Science and Technology Policy.
Perna, L. W. 2001. Sex and race differences in faculty tenure and promotion. Research in Higher Education 42(5):541-567.
Pew Research Center. 2016. 5 facts about Latinos in education. Edited by J.M. Krogstad. Available at: https://www.pewresearch.org/fact-tank/2016/07/28/5-facts-about-latinos-and-education/.
Pfund, C., S. Miller, K. Brenner, P. Bruns, A. Chang, D. Ebert-May, A. P. Fagen, J. Gentile, S. Gos-sens, I. M. Khan, J. B. Labov, C. M. Pribbenow, M. Susman, L. Tong, R. Wright, R. T. Yuan, W. B. Wood, and J. Handelsman. 2009. Professional development. Summer institute to improve university science teaching. Science 324(5926):470-471.
Pfund, C., S. House, K. Spencer, P. Asquith, P. Carney, K. S. Masters, R. McGee, J. Shanedling, S. Vecchiarelli, and M. Fleming. 2013. A research mentor training curriculum for clinical and translational researchers. Clinical and Translational Science 6(1):26-33.
Pfund, C., K. C. Spencer, P. Asquith, S. C. House, S. Miller, and C. A. Sorkness. 2015. Building national capacity for research mentor training: An evidence-based approach to training the trainers. CBE Life Sci Educ 14(2):14:ar24.
Pietri, E. S., I.R. Johnson, and E. Ozgumus, E. 2018a. One size may not fit all: Exploring how the intersection of race and gender and stigma consciousness predict effective identity-safe cues for black women. Journal of Experimental Social Psychology 74:291-306.
Pietri, E. S., I.R. Johnson, E. Ozgumus, and A. Young. 2018b. Maybe she is relatable: Increasing women’s awareness of gender bias encourages their identification with women scientists. Psychology of Women Quarterly 42:192-219.
Pinheiro, D., J. Melkers, and J. Youtie. 2014. Learning to play the game: Student publishing as an indicator of future scholarly success. Technological Forecasting and Social Change 81:56-66.
Piotrkowski, C. S. 1998. Gender harassment, job satisfaction, and distress among employed White and minority women. Journal of Occupational Health Psychology 3(1):33-43.
Pittman, C. T. 2010. Race and gender oppression in the classroom: The experiences of women faculty of color with White male students. Teaching Sociology 38(3):183-196.
Plank-Bazinet, J. L., K. Bunker Whittington, S. K. Cassidy, R. Filart, T. L. Cornelison, L. Begg, and J. Austin Clayton. 2016. Programmatic efforts at the National Institutes of Health to promote and support the careers of women in biomedical science. Academic Medicine 91(8):1057-1064.
Plank-Bazinet, J. L., M. L. Heggeness, P. K. Lund, and J. A. Clayton. 2017. Women’s careers in biomedical sciences: Implications for the economy, scientific discovery, and women’s health. Journal of Women’s Health (2002) 26(5):525-529.
Pliner, S. M., and J. R. Johnson. 2004. Historical, theoretical, and foundational principles of universal instructional design in higher education. Equity & Excellence in Education 37(2):105-113.
Plummer, E. W. 2006. Institutional transformation: An analysis of change initiatives at NSF ADVANCE institutions: Dissertation research submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of doctor of philosophy in educational leadership and policy studies. Edited by Virginia Polytechnic Institute and State University.
Pohlhaus, J. R., H. Jiang, R. M. Wagner, W. T. Schaffer, and V. W. Pinn. 2011. Sex differences in application, success, and funding rates for NIH extramural programs. Academic Medicine 86(6):759-767.
Poor, S. S., R. Scullion, K. Woodward, D. Laurence, K. M. Christensen, J. E. Clark, K. Conley, R. Haidt, K. Hogan, S. P. Holland, J. E. Howard, L. U. Hua, J. A. Joyce, N. Kaiser, C. Laity, K. Lawrence, Y.-C. T. Lin, M. Maiz-Peña, M. A. Massé, C. R. Milanés, J. Moody, P. Rabinowitz, E. Rees, K. W. Shanley, C. Tompkins, and E. M. Zanichowsky. 2009. Standing still: The associate professor survey: MLA committee on the status of women in the profession. Profession:313-350.
Porter, A. M., and R. Ivie. 2019. Women in physics and astronomy, 2019. American Institute of Physics, College Park, MD.
Prunuske, A. J., J. Wilson, M. Walls, and B. Clarke. 2013. Experiences of mentors training underrepresented undergraduates in the research laboratory. CBE—Life Sciences Education 12(3):403-409.
Purdie-Vaughns, V., and R. P. Eibach. 2008. Intersectional invisibility: The distinctive advantages and disadvantages of multiple subordinate-group identities. Sex Roles: A Journal of Research 59(5-6):377-391.
Rabelo, V. C., and L. M. Cortina. 2014. Two sides of the same coin: Gender harassment and hetero-sexist harassment in LGBQ work lives. Law and Human Behavior 38(4):378-391.
Ragins, B. R., and T. A. Scandura. 1995. Antecedents and work-related correlates of reported sexual harassment: An empirical investigation of competing hypotheses. Sex Roles 32(7):429-455.
Ramsey, L. R., D. E. Betz, and D. Sekaquaptewa. 2013. The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education 16(3):377-397.
Rankin, P., J. Nelsen, and D. M. Stanley. 2007. “Weak links, hot networks, and tacit knowledge.” In Transforming science and engineering. Advancing Academic Women, edited by Stewert, A. J., J. E. Malley, and D. LaVaque-Manty. Ann Arbor: University of Michigan Press.
Rasmussen, B., and T. Håpnes 1991. Excluding women from the technologies of the future?: A case study of the culture of computer science. Futures 23(10):1107-1119.
Rattan, A., C. Good, and C. S. Dweck. 2012. “It’s ok—not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology 48(3):731-737.
Regner, I., C. Thinus-Blanc, A. Netter, T. Schmader, and P. Huguet. 2019. Committees with implicit biases promote fewer women when they do not believe gender bias exists. Nature Human Behavior 3(11):1171-1179.
Reid, E. L. 2010a. Exploring the experiences of African American women in an undergraduate summer research program designed to address the underrepresentation of women and minorities in neuroscience: A qualitative analysis. Dissertation, Georgia State University.
Reid, L. D. 2010b. The role of perceived race and gender in the evaluation of college teaching on ratemyprofessors.com. Journal of Diversity in Higher Education 3:137-152.
Reilly, M. E., B. Lott, and S. M. Gallogly. 1986. Sexual harassment of university students. Sex Roles: A Journal of Research 15(7-8):333-358.
Reskin, B. 1988. Bringing the men back in: Sex differentiation and the devaluation of women’s work. Gender & Society 2:58-81.
Richey, C. R., K. M. N. Lee; E. Rodgers, and K. B. H. Clancy. 2019. Gender and sexual minorities in astronomy and planetary science face increased risks of harassment and assault. The Bulletin of the American Astronomical Society.
Richman, L., M. Vandellen, and W. Wood. 2011. How women cope: Being a numerical minority in a male-dominated profession. Journal of Social Issues 67:492-509.
Riegle-Crumb, C., B. King, E. Grodsky, and C. Muller. 2012. The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time. American Educational Research Journal 49(6):1048-1073.
Rigney, D. 2010. The Matthew Effect: How advantage begets further advantage: Columbia University Press.
Riskin, A., A. Erez, T. A. Foulk, A. Kugelman, A. Gover, I. Shoris, K. S. Riskin, and P. A. Bamberger. 2015. The impact of rudeness on medical team performance: A randomized trial. Pediatrics 136(3):487-495.
Rivera, L. A. 2015. Pedigree: How elite students get elite jobs. Revised ed: Princeton University Press.
Rivera, L. A. 2017. When two bodies are (not) a problem: Gender and relationship status discrimination in academic hiring. American Sociological Review 82(6):1111-1138.
Roberts, E. S., M. Kassianidou, and L. Irani. 2002. Encouraging women in computer science. SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education) 34:84--88.
Robnett, R. D., and S. E. Thoman. 2017. STEM success expectancies and achievement among women in STEM majors. Journal of Applied Developmental Psychology 52:91-100.
Rockinson-Szapkiw, A., and K. Wade-Jaimes. 2019. Gendered and racial microaggressions in STEM: Definitions, consequences, and strategies urban elementary school professionals can use to combat them. In K-12 STEM education in urban learning environments, J. Wendt and D.L. Apugo, eds. Pp. 162-182.
Rodrigues, M. A., R. Mendenhall, R., and K.B.H. Clancy. In Review. The embodiment of social experience: How social support and workplace incivility vary with health indicators in female scientists of color.
Roelfs, P. J. 1975. Teaching and counseling older college students. Findings 2(1):5-8.
Rogers, R. 2006. Afro Caribbean immigrants and the politics of incorporation: Ethnicity, exception, or exit. New York, NY: Cambridge University.
Ruder, B., D. Plaza, R. Warner, and M. Bothwell. 2018. STEM women faculty struggling for recognition and advancement in a “men’s club” culture. In Exploring the toxicity of lateral violence and microaggressions: Poison in the water cooler, edited by C. L. Cho, J. K. Corkett and A. Steele. Cham: Springer International Publishing. Pp.121-149.
Rudman, L. A. 1998. Self-promotion as a risk factor for women: The costs and benefits of counterstereotypical impression management. Journal of Personality and Social Psychology 74(3):629-645.
Rudman, L. A., and K. Mescher. 2013. Penalizing men who request a family leave: Is flexibility stigma a femininity stigma? Journal of Social Issues 69(2).
Rudman, L., and J. Phelan. 2008. Backlash effects for disconfirming gender stereotypes in organizations. Research in Organizational Behavior 28:61-79.
Sagaria, M. A. D. 2002. An exploratory model of filtering in administrative searches: Toward counterhegemonic discourse. The Journal of Higher Education 73:677-710.
Sanchez, B., U. Colon-Torres, R. Feuer, K. E. Roundfield, and L. Berardi. 2014. Race, ethnicity, and culture in mentoring relationships. In Handbook of Youth Mentoring. 2nd ed, edited by D. L. DuBois and M. J. Karcher. Thousand Oaks, CA: Sage Publishing. Pp. 145-158.
Santiago, D. A. 2013. Using a Latino lens to reimagine aid design and delivery. Washington, DC: Excelencia in Education.
Schmader, T., J. Whitehead, and V.H. Wysocki. 2007. A linguistic comparison of letters of recommendation for male and female chemistry and biochemistry job applicants. Sex Roles 57(7-8):509-514.
Schmidt, J. A., L. Shumow, L., and H. Kackar-Cam. 2015. Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes. Middle Grades Research Journal 10:17-32.
Schneider, K. T., S. Swan, and L.F. Fitzgerald. 1997. Job-related and psychological effects of sexual harassment in the workplace: Empirical evidence from two organizations. Journal of Applied Psychology 82(3):401-415.
Schneider, B., M. G. Ehrhart, and W. H. Macey. 2013. Organizational climate and culture. Annual Review of Psychology 64(1):361-388.
Schreffler, J., E. Vasquez Iii, J. Chini, and W. James. 2019. Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education 6(1):8.
Sekaquaptewa, D., K. Takahashi, J. Malley, K. Herzog, and S. Bliss. 2019. An evidence-based faculty recruitment workshop influences departmental hiring practice perceptions among university faculty. Equality Diversity and Inclusion An International Journal 38(2):188-210.
Settles, I. H., L. M. Cortina, J. Malley, and A. J. Stewart. 2006. The climate for women in academic science: The good, the bad, and the changeable. Psychology of Women Quarterly 30(1):47-58.
Shea, C. M. 2019. Interactive theater: An effective tool to reduce gender bias in faculty searches. Equality, Diversity and Inclusion: An International Journal 38(2):178-187.
Sheltzer, J. M., and J. C. Smith. 2014. Elite male faculty in the life sciences employ fewer women. Proceedings of the National Academy of Sciences of the United States of America 111(28):10107-10112.
Sherbin, L. 2018. 6 things successful women in stem have in common. Harvard Business Review. Available at: https://hbr.org/2018/04/6-things-successful-women-in-stem-have-in-common.
Smith-Doerr, L., S. Alegria, and T. Sacco. 2017. How diversity matters in the U.S. science and engineering workforce: A critical review considering integration in teams, fields, and organizational contexts. Engaging Science, Technology and Society 3:139-153.
Smith, D.G., N. Osei-Kofi, and C.S.V. Turner. 2004. Interrupting the usual: Successful strategies for hiring diverse faculty. The Journal of Higher Education 75(2):133-160.
Smith, J. L., I. M. Handley, A. V. Zale, S. Rushing, and M. A. Potvin. 2015. Now hiring! Empirically testing a three-step intervention to increase faculty gender diversity in STEM. BioScience 65(11):1084-1087.
Smith, J. L., I. M. Handley, S. Rushing, R. Belou, E. A. Shanahan, M. C. Skewes, L. Kambich, J. Honea, and K. Intemann. 2018. Added benefits: How supporting women faculty in STEM improves everyone’s job satisfaction. Journal of Diversity in Higher Education 11(4):502-517.
Smith, P., S. Hum, V. Kakzanov, M. E. Del Giudice, and R. Heisey. 2012. Physicians’ attitudes and behaviour toward screening mammography in women 40 to 49 years of age. Canadian Family Physician 58(9):e508-e513.
Smith, W. A., W. R. Allen, and L. L. Danley. 2007. “Assume the position . . . You fit the description”: Psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist 51(4):551-578.
Snyder, K. 2014. The abrasiveness trap: High-achieving men and women are described differently in reviews. Fortune. Available at: https://fortune.com/2014/08/26/performance-review-gender-bias/
Solorzano, D. G., and O. Villalpando. 1998. Critical race theory, marginality, and the experience of students of color in higher education. In Sociology of education: Emerging perspectives, edited by C. A. Torres and T. R. Mitchell. Albany, New York: State University of New York Press. p. 296.
Solorzano, D., M. Ceja, and T. Yosso. 2000. Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education 69(1/2):60-73.
Sonnert, G., and Holton, G. J. 1995. Gender Differences in Science Careers: The Project Access Study. Rutgers University Press: New Brunswick, N.J.
Spector, N. D., P. A. Asante, J. R. Marcelin, J. A. Poorman, A. R. Larson, A. Salles, A. S. Oxentenko, and J. K. Silver. 2019. Women in pediatrics: Progress, barriers, and opportunities for equity, diversity, and inclusion. Pediatrics:e20192149.
Spencer, S. J., C. M. Steele, and D. M. Quinn. 1999. Stereotype threat and women’s math performance. Journal of Experimental Social Psychology 35(1):4-28.
Springer, L., M. E. Stanne, and S. S. Donovan. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research 69(1):21-51.
Stassun, K., S. Sturm, K. Holley-Bockelmann, A. Burger, D. Ernst, and D. Webb. 2011. The Fisk-Vanderbilt Master’s-to-Ph.D. Bridge program: Recognizing, enlisting, and cultivating unrealized or unrecognized potential in underrepresented minority students. American Journal of Physics 79:374-379.
Steele, C. M., and J. Aronson. 1995. Stereotype threat and the intellectual test-performance of African Americans. Journal of Personality and Social Psychology 69(5):797-811.
Steele, C. M., S. J. Spencer, and J. Aronson. 2002. Contending with group image: The psychology of stereotype and social identity threat. In Advances in experimental social psychology. Vol. 34: Academic Press. Pp. 379-440.
Steinberg, M., and A. B. Diekman. 2018. Considering “why” to engage in stem activities elevates communal content of stem affordances. Journal of Experimental Social Psychology 75:107-114.
Steinfeld, E., and J. Maisel. 2012. Universal design: Creating inclusive environments. Hoboken, NJ: John Wiley & Sons, Inc.
Steinke, J., M. Lapinski, M. Long, C. van der Maas, L. Ryan, and B. Applegate. 2009. Seeing oneself as a scientist: Media influences and adolescent girls’ science career-possible selves. Journal of Women and Minorities in Science and Engineering 15(4):279-301.
Stewart, A. J., and V. Valian. 2018. An inclusive academy. Cambridge, MA: MIT Press.
Stewart, D., P. Shamdasani, and D. Rook. 2009. Group depth interviews: Focus group research. The SAGE Handbook of Applied Social Research Methods. L. Bickman and D. Rog (Eds.) Thousand Oaks, CA: SAGE Publications, Inc. Pp 589-166.
Stewart, K. D., M. M. Dalton, G. Dino, A. Geri, and S. P. Wilkinson. 1996. The development of salary goal modeling: From regression analysis to a value-based approach. Journal of Higher Education 67(5): 555-576.
Stout, J. G., N. Dasgupta, M. Hunsinger, and M. A. McManus. 2011. STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology 100(2):255-270.
Streitwieser, B., and G. Light. 2010. When undergraduates teach undergraduates: Conceptions of and approaches to teaching in a peer led team learning intervention in the STEM disciplines—Results of a two year study. International Journal of Teaching and Learning in Higher Education 22:346-356.
Sue, D. W. 2017. Microaggressions: More than just race. Psychology Today. Available at: https://www.psychologytoday.com/us/blog/microaggressions-in-everyday-life/201011/microaggressionsmore-just-race.
Sue, D. W., Capodilupo, Torino, C. M., Bucceri, G. C., Holder, J. M., Nadal, A. M. B., and Esquilin, K. L. M. 2007. Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist 62(4):271-286.
Suite, D. H., R. La Bril, A. Primm, A. and P. Harrison-Ross. 2007. Beyond misdiagnosis, misunderstanding and mistrust: Relevance of the historical perspective in the medical and mental health treatment of people of color. Journal of the National Medical Association 99(8):879-885.
Summers, M. F., and F. A. Hrabowski, 3rd. 2006. Diversity. Preparing minority scientists and engineers. Science 311(5769):1870-1871.
Swartout, K. 2018. University of Texas climate survey. Report on the University of Texas system campus climate survey. In Sexual harassment of women: Climate, culture, and consequences in academic sciences, engineering and medicine edited by P. A. Johnson, S.E. Widnakk, and F.F. Benya. Washington, DC: The National Academies Press. Pp. 275-292.
Tate, E. D., and M. C. Linn. 2005. How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology 14(5-6):483-493.
Taylor, P. J., D. F. Russ-Eft, and D. W. Chan. 2005. A meta-analytic review of behavior modeling training. Journal of Applied Psychology 90(4):692-709.
Tetlock, P. E., and B. A. Mellers. 2011. Intelligent management of intelligence agencies: Beyond accountability ping-pong. American Psychologist 66(6):542-554.
Thiry, H., and S. Hug. 2012. Cahsi annual evaluation report 2011-2012: Creating networks to support Hispanic computer scientists. Computing Alliance of Hispanic-Serving Institutions.
Thoman, D. B., G.A. Muragishi, and J. L. Smith. 2017. Research microcultures as socialization contexts for underrepresented science students. Psychological Science 28:760-773.
Thomas, D. A. 2001. The truth about mentoring minorities. Race matters. Harvard Business Review 79(4):98-107, 168.
Thomas, K. M., L. A. Willis, and J. Davis. 2007. Mentoring minority graduate students: Issues and strategies for institutions, faculty, and students. Equal Opportunities International 26(3):178-192.
Thompson, C. 2008. Recruitment, retention, and mentoring faculty of color: The chronicle continues. New Directions for Higher Education 143:47-54.
Thorngate, W., R. M, Dawes, and M. Foddy. 2009. Judging Merit. Psychology Press. Hove, UK: Taylor & Francis Group: New York.
Thurston, L. P., C. Shuman, B. Middendorf, and C. Johnson. 2017. Postsecondary STEM education for students with disabilities: Lessons learned from a decade of NSF funding. Journal of Postsecondary Education and Disability 30(1):49-60.
Tierney, W., and E.M. Bensimon. 1996. Promotion and tenure: Community and Socialization in Aacademe. Edited by SUNY Series: Frontiers in Education. Albany, NY: State University of New York Press.
Tokarczyk, M. M. 1993. By the rivers of Babylon. In Working-Class Women in the Academy, M. M. F. Tokarczyk and E.A. Fay (Eds.) Amherst, MA: University of Massachusetts Press. Pp. 311-321.
Torres, L., M. W. Driscoll, and A. L. Burrow. 2010. Racial microaggressions and psychological functioning among highly achieving African Americans: A mixed-methods approach. Journal of Social and Clinical Psychology 29(10):1074-1099.
Travis, E. L., and E. Dmitrovsky. 2017. Smashing the glass ceiling in medicine: The ASCO Post.
Travis, E. L., L. Doty, and D. L. Helitzer. 2013. Sponsorship: A path to the academic medicine c-suite for women faculty? Academic Medicine 88(10):1414-1417.
Traweek, S. 1988. Beamtimes and lifetimes: The world of high energy physicists. Harvard University Press.
Trix, F., and C. Psenka. 2003. Exploring the color of glass: Letters of recommendation for Female and Male Medical Faculty. Vol. 14. SAGE Publications, Inc.
Tseng, V. 2006. Unpacking immigration in youths’ academic and occupational pathways. Child Development 77:1434-1445.
Tsugawa, Y. 2017. Comparison of hospital mortality and readmission rates for medicare patients treated by male vs female physicians. JAMA Internal Medicine 177(2):206-213.
Turner, C. S. V. 2002. Women of color in academe: Living with multiple marginality. The Journal of Higher Education 73(1):74-93.
UMBC (University of Maryland Baltimore Campus). 2019. 13 key components. Available at: https://meyerhoff.umbc.edu/13-key-components/.
University of California at Hastings, Center for Worklife Law. 2019. Tools for organizations. Available at: https://biasinterrupters.org/toolkits/orgtools/.
University of Connecticut. 2019. Women in STEM (WISTEM) mentoring program at the University of Connecticut. Available at: https://womenscenter.uconn.edu/get-involved/wistem/.
University of Michigan. 2018. Statement of criteria for promotion and tenure, University of Michigan College of Engineering. Available at: http://adaa.engin.umich.edu/wp-content/uploads/sites/22/2019/05/PT-Criteria-2018.pdf.
University of Michigan. 2019. 2007-2008 ADVANCE handbook for faculty searches and hiring. Available at: http://web.mit.edu/cortiz/www/Diversity/umichhandbook.pdf.
University of Oregon. 2019a. Equity and inclusion in personal statements for reviews of bargaining unit faculty. Available at: https://inclusion.uoregon.edu/sites/inclusion1.uoregon.edu/files/updatedbestpracticesforequityandinclusioninpersonalstatementsforreviewsofbargainingunitfaculty.pdf.
University of Oregon. 2019b. Equity and inclusion. Available at: https://inclusion.uoregon.edu/content/faculty-equity-statements-tenure-promotion-and-review.
University of Pittsburgh. 2019a. Investing Now. Available at: https://www.engineering.pitt.edu/investingnow.
University of Pittsburgh. 2019b. Pitt EXCEL program. Available at: https://www.engineering.pitt.edu/Student/Student-Programs/Excel.
Urry, C. 2008. Are photons gendered? Women in physics and astronomy. Edited by L. Schiebinger, Gendered innovations in science and engineering. Stanford, CA: Stanford University Press.
Urry, M. 2015. Science and gender: Scientists must work harder on equality. Nature 528:471-473.
U.S. Merit Systems Protection Board. 1995. Sexual Harassment in the Federal Workplace: Trends, Progress, Continuing Challenges. Washington, DC.
Vaccaro, A., and M. J. Camba-Kelsay. 2018. Cultural competence and inclusivity in mentoring, coaching, and advising. Jossey-Bass.
Valian, V. 1998. Why so slow? The advancement of women. Contemporary Sociology 28(1).
Valian, V. 2000. The advancement of women in science and engineering. In Women in the chemical workforce: A workshop report to the chemical sciences roundtable. Washington, DC: The National Academies Press. (24-37).
van Veelen, R., B. Derks, and M. D. Endedijk. 2019. Double trouble: How being outnumbered and negatively stereotyped threatens career outcomes of women in STEM. Frontiers in Psychology 10(150).
Villa, E. Q., K. Kephart, A. Q. Gates, H. Thiry, and S. Hug. 2013. Affinity research groups in practice: Apprenticing students in research. Journal of Engineering Education 102(3):444-466.
Villablanca, A. C., L. Beckett, J. Nettiksimmons, and L. P. Howell. 2011. Career flexibility and family-friendly policies: An NIH-funded study to enhance women’s careers in biomedical sciences. Journal of Women’s Health (2002) 20(10):1485-1496.
Virginia Tech University. 2019. Virginia Tech guidelines for promotion and tenure dossiers for 2019-2020. Available at: https://faculty.vt.edu/content/faculty_vt_edu/en/promotion-tenure/_jcr_content/content/vtcontainer_76178668/vtcontainer-content/vtmultitab_copy/vt-items_0/download/file.res/Promotion%20and%20Tenure%20Guidelines%202019-2020.pdf.
Walton, G. M., C. Logel, J. M. Peach, S. J. Spencer, and M. P. Zanna. 2015. Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology 107(2):468-485.
Wang, X., H.-y. Chan, S. J. Soffa, and B. R. Nachman. 2017. A nuanced look at women in STEM fields at two-year colleges: Factors that shape female students’ transfer intent. Frontiers in Psychology 8(146).
Wasti, S. A., M. E. Bergman, T. M. Glomb, and F. Drasgow. 2000. Test of the cross-cultural generalizability of a model of sexual harassment. Journal of Applied Psychology 85(5):766-778.
Weisgram, E. S., and R. S. Bigler. 2006. The role of attitudes and intervention in high school girls’ interest in computer science. Journal of Women and Minorities in Science and Engineering 12(4):325-336.
Weisul, K. 2017. Half of this college’s STEM graduates are women. Here’s what it did differently. Inc. Available at: https://www.inc.com/kimberly-weisul/how-harvey-mudd-college-achievedgender-parity-computer-science-engineering-physics.html.
West, J. D., J. Jacquet, M. M. King, S. J. Correll, and C. T. Bergstrom. 2013. The role of gender in scholarly authorship. PLoS ONE 8(7):e66212.
Wilkins-Yel, K. G., J. Hyman, and N. O. O. Zounlome. 2019. Linking intersectional invisibility and hypervisibility to experiences of microaggressions among graduate women of color in STEM. Journal of Vocational Behavior 113:51-61.
Williams, J. 2000. Unbending gender: Why family and work conflict and what to do about it. New York: Oxford University Press.
Williams, M., and L. Tiedens. 2016. The subtle suspension of backlash: A meta-analysis of penalties for women’s implicit and explicit dominance behavior. Psychological Bulletin 142(2):165-197.
Williams, S. N., B. K. Thakore, and R. McGee. 2016. Coaching to augment mentoring to achieve faculty diversity: A randomized controlled trial. Academic Medicine 91(8):1128-1135.
Williams, W. M., and S. J. Ceci. 2015. National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track. Proceedings of the National Academy of Sciences of the United States of America 112(17):5360-5365.
Wilson, S. B., and P. Varma-Nelson. 2016. Small groups, significant impact: A review of peer-led team learning research with implications for STEM education researchers and faculty. Journal of Chemical Education 93(10):1686-1702.
Witteman, H. O., M. Hendricks, S. Straus, and C. Tannenbaum. 2017. Female grant applicants are equally successful when peer reviewers assess the science, but not when they assess the scientist. bioRxiv:232868.
Woldemikael, T. M. 1989. Becoming Black American: Haitians and American institutions in Evanston, Illinois. New York, NY: AMS Press.
Wolfinger, N. H., M. A. Mason, and M. Goulden. 2008. Problems in the pipeline: Gender, marriage, and fertility in the ivory tower. The Journal of Higher Education 79(4):388-405.
Woolley, A. W., C. F. Chabris, A. Pentland, N. Hashmi, and T. W. Malone. 2010. Evidence for a collective intelligence factor in the performance of human groups. Science 330(6004):686-688.
Wurth, J. 2018. Accusers: Sanctions against UI law professor fall short. The News-Gazette. October 19.
Xavier University of Louisiana. 2018. Dr. Payton-Stewart named diversity fellow for NSF advance grant. Available at: https://xula.edu/singleArticle?articleId=article___nsf_advance_grant.
Xie, Y. S., K. A. Shauman. 2003. Women in Science: Career Processes and Outcomes. Cambridge, MA: Harvard University Press.
Xu, Y. J. 2008. Gender disparity in STEM disciplines: A study of faculty attrition and turnover intentions. Research in Higher Education 49(7):607-624.
Yang, Y., and D. Wright. 2018. Gendered microaggressions in science, technology, engineering, and mathematics. Leadership and Research in Education 4(special issue):28-45.
Yeager, D. S., and C. S. Dweck. 2012. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist 47(4):302-314.
Yeager, D. S., G. M. Walton, S. T. Brady, E. N. Akcinar, D. Paunesku, L. Keane, and E. M. Gomez. 2016. Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences of the United States of America 113(24):E3341-E3348.
Yoder, J. B., and A. Mattheis. 2016. Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers. Journal of Homosexuality 63(1):1-27.
Young, D. M., L. A. Rudman, H. M. Buettner, and M. C. McLean. 2013. The influence of female role models on women’s implicit science cognitions. Psychology of Women Quarterly 37(3):283-292.
Zambrana, R. E., A. Harvey Wingfield, L. M. Lapeyrouse, B. A. Dávila, T. L. Hoagland, and R. B. Valdez. 2017. Blatant, subtle, and insidious: URM faculty perceptions of discriminatory practices in predominantly white institutions. Sociological Inquiry 87(2):207-232.
Zenger, J. H., J. Folkman, R. H. Sherwin, and B. A. Steel. 2012. How to be exceptional: Drive leadership success by magnifying your strengths: McGraw-Hill Education.
This page intentionally left blank.