Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
List of Interventions Across Levels
| Intervention | Level | Goal | Outcome (s) | Tested in STEMM field? | Citation |
|---|---|---|---|---|---|
| Bias literacy (Video Interventions for Diversity in STEM; VIDS) | Individual level (behavioral intentions) | Recruitment | Reported behavioral intentions to recruit and mentor female students | Yes – Faculty across science departments | (Moss-Racusin et al., 2018) |
| Bias literacy workshop (faculty recruitment workshop; FRW) | Individual level (attitudes and behavioral intentions) | Recruitment | Positive attitudes toward equitable search strategies from workshop attendees, intentions to use equitable strategies during search | Not specifically, faculty across all departments | (Sekaquaptewa et al., 2019) |
| Changing STEM classroom environments | Individual level (changing students’ individual level beliefs about computer science | Recruitment | Reported interest in computer | Yes – Computer science | (Cheryan et al., 2009; Cheryan et al., 2011b) |
| Description of STEM male or female potential mentor (using communal words in ads) | Individual level (interest in working with a STEM mentor) | Recruitment | Reported interest in working with STEM mentor | Yes – Across STEM majors | (Fuesting and Diekman, 2017) |
| Describing STEM jobs with communal of feminine words | Individual level (interest in working at job) | Recruitment | Reported interest at working at jobs | No – Female students generally (not specifically STEM majors) | (Gaucher et al., 2011) |
| Describing biomedical research as fulfilling communal/helping goals | Individual level (career motivation) | Recruitment | Reported motivation to pursue a career in biomedical sciences | No – Male and female students generally (not specifically STEM majors) | (Brown et al., 2015) |
| Having a female scientist describe career as fulfilling communal goals (helping others working with others) | Individual level (interest in STEM) | Recruitment | Reported interest in STEM careers | No – Female students generally (both college students and adolescent girls) | (Diekman et al., 2011; Weisgram and Bigler, 2006) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
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| Presenting students with female scientist role models | Individual level (career motivation) | Recruitment/retention | Reported intentions to pursue a career in engineering | Yes – Female college engineering majors | (Stout et al., 2011) |
| Writing about favorite role models | Individual level (sense of fit in STEM) | Recruitment | Reported sense of fit in the sciences | No – Female middle school students attending a science summer camp | (O’Brien et al., 2017) |
| Having Black female or male scientist in recruitment materials (i.e., on a school or company’s website) | Individual level (anticipated belonging) | Recruitment | Anticipated belonging at company/or school | Yes – Black women across STEM majors | (Johnson et al., 2019; Pietri, 2018a) |
| Watching women scientists in television shows | Individual level | Recruitment | Majoring in STEM, and entering a STEM career (participants respectively reported whether they watched the X-files with Agent Scully) | Yes – Women currently working in STEM fields | (Geena Davis Institute on Gender in Media, 2018; Steinke et al., 2009) |
| Having a STEM graduate program emphasis that men and women work hard for success in the program | Individual level (reported interest) | Recruitment | Reported interest in graduate program | Yes – Female students generally, and female STEM graduate students | (Smith et al., 2012) |
| Teaching female students that intelligence is malleable and can improve | Individual level (career motivation, grades in Math) | Recruitment | Higher career motivations in math, higher grades in math | No – Female middle school students | (Blackwell et al., 2007; Good et al., 2003) |
| Bias literacy workshop (WISELI) | Individual level behavior | Retention | Self-reported actions to promote equity in department (when > 25% of department attended) | Yes – Departments in medicine, science, and engineering | (Carnes et al., 2015) |
| Ensuring Black female students have Black woman role models | Individual level (reported belonging) | Retention | Reported belonging in STEM | Yes – Black female students across STEM majors | (Johnson et al., 2019) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
| Intervention | Level | Goal | Outcome (s) | Tested in STEMM field? | Citation |
|---|---|---|---|---|---|
| Having multiple allies in a STEM environment | Individual level (reported belonging) | Retention | Reported belonging in STEM | Yes – Black female STEM majors | (Johnson et al., 2019) |
| Values affirmation–having women write about a valued aspect of their identity | Individual level (grades and attitudes toward major) | Retention | Higher grades and positive attitudes toward engineering major/grades in a physics class | Yes – Female engineering majors/female students enrolled in a physics class | (Miyake et al., 2010; Walton et al., 2015) |
| Exposure to counter-stereotypical exemplars (female leaders) | Individual level beliefs | Advancement | Women-leadership IAT | No (student samples) | (Dasgupta and Asgari, 2004) |
| Imagine contact (imagining a strong capable leader) | Individual level beliefs | Advancement | Women-strength IAT | No (student samples) | (Blair et al., 2001) |
| Bias literacy workshop | Individual level beliefs | Advancement | Women-leadership IAT | Yes – Medicine faculty | (Girod et al., 2016) |
| Bias literacy training (incorporated into week long workshop on improving STEM education) | Relational/groups levels (STEM instructors’ beliefs about STEM courses) | Recruitment | Reported valuing of diversity in STEM classes | Yes – STEM instructors across fields | (Moss-Racusin et al., 2016) |
| Bias literacy workshop (interactive theater GEAR UP workshop) | Group level behavior (search committees) | Recruitment | Search committees engaged in positive behavior | Yes – Across all departments, with a focus on STEM | (Shea, 2019) |
| Lab environments that promote perceptions that STEM is communal | Relational/groups level (research mentors and lab environments) | Recruitment | Reported interest and career motivation in STEM | Yes – Male and female research assistants across STEM laboratories | (Allen et al., 2018; Thoman et al., 2017) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
| STEM instructors with a growth mindset | Relational/groups level (STEM instructors and STEM classes) | Recruitment | Interest in STEM career, motivation in classes, and grades in STEM courses | Yes – Male and female students in STEM classes | (Canning et al., 2019; Fuesting et al., 2019; Rattan et al., 2012) |
| Incorporating service learning projects into STEM courses | Groups level (structuring STEM classes) | Recruitment | Interest in taking a STEM course | No – Male and female college students’ interest in taking an engineering class | (Belanger et al., 2017) |
| Peer Led Team Learning in introductory to computer science courses | Relationship/groups level (structuring STEM classes) | Recruitment/retention | Entering and persisting in computer science major, higher grades in computer science | Yes – female students in computer science | (Horwitz et al., 2009) |
| Having a female mentor | Relational (having female peer mentors) | Recruitment/retention | Reported belonging and self-efficacy, and interest in engineering career | Yes – female engineering majors | (Dennehy and Dasgupta, 2017) |
| Egalitarian norms intervention | Groups level (STEM classes) | Recruitment/retention | Higher valuing of diversity and intentions to confront bias | Yes – White male students in introductory engineering course | (Bennett and Sekaquaptewa, 2014) |
| Having positive mentor relationships (or fostering positive mentor relationships) for female college students | Relational level (the importance of mentor relationships) | Retention | Remaining in engineering majors/reported interest in major | Yes – Female engineering majors/female STEM majors generally | (Downing et al., 2005; Marra et al., 2009) |
| Culturally aware mentor training | Relational (improving mentoring relationships) | Retention | Reported improved mentoring behaviors | Yes – clinical and translational researchers | (Pfund et al., 2013; Pfund et al., 2015) |
| Integrating active learning in STEM courses | Relationship/groups level (structuring STEM classes) | Retention | Persisting in computer science major | (Latulipe et al., 2018) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
| Intervention | Level | Goal | Outcome (s) | Tested in STEMM field? | Citation |
|---|---|---|---|---|---|
| Having female majority activity groups in STEM classes | Relationship/groups level (group composition) | Retention | Higher reported interest in STEM careers | Yes – Female engineering majors | (Dasgupta et al., 2015) |
| Having students watch a video of students behaving counter-stereotypically in project teams | Relationship/groups level (student group intervention | Retention | Resulted in women and men contributing equal amounts in group work (rather than men speaking more than women) | Yes – Students in STEM project teams | (Lewis et al., 2019) |
| Research experiences in college | Relationship/groups level (research mentors) | Retention/advancement | Persisting in biology major, graduating with biology degree, and earn higher grades in biology major. | Yes – Male and female students who reported an interest in majoring in biology | (Jones et al., 2010a) |
| Mentor relationships for STEM female faculty | Relational level (positive mentor relationships) | Advancement | Helping build connections with regard to research and teaching (i.e., aspects of the job that help with promotion) | Yes – Female faculty across the sciences | (Misra et al., 2017) |
| Having a sponsor to promote women for leadership positions and prestigious awards | Relationship/groups (sponsor relationships) | Advancement | More advancement opportunities | No – Multiple review papers suggest sponsorship should be utilized in STEM | (Hewlett et al., 2010; Huston et al., 2019; Serbin, 2018) |
| Bias literacy workshop (WISELI) | Organizational level hiring | Recruitment | Increased hiring of women in STEMM departments by 18% | Yes – Departments in medicine, science, and engineering | (Devine et al., 2017) |
| Bias literacy workshop (faculty recruitment workshop; FRW) | Organizational level norms | Recruitment | Positive attitudes toward equitable search strategies among department mentors who did not attend workshop (when a higher % of departmental faculty attended) | No – Faculty across all departments | (Sekaquaptewa et al., 2019) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
| Bias literacy workshop (interactive theater GEAR UP workshop) | Organizational Level (hiring)) | Recruitment | % women hired in STEM departments went from 40% to 63.6% | Yes – Across all departments, with a focus on STEM | (Shea, 2019) |
| TRACS training for faculty search committees (relied on self-determination theory) | Organizational Level (hiring) | Recruitment | Compared to control searches, searches in intervention were 6.3 times more likely to make an offer to a woman, and women were 5.8 times more likely to accept | Yes – Across STEM departments | (Smith et al., 2015) |
| Bias literacy workshop (WISELI) | Organizational level (climate) | Retention | Fit perceptions in department, comfort in raising personal/professional conflict in department | Yes – Departments in medicine, science, and engineering | (Carnes et al., 2015) |
| Presence of gender-inclusive policies | Organizational level (climate) | Retention | More positive cross-gender conversations and lower social identity threat | Yes – Working engineers | (Hall et al., 2018) |
| Project TRACS dedicated grant support staff, family advocate, equity advocates | Organizational level (climate) | Retention | Increased autonomy, competence, relatedness, and job satisfaction | Yes – STEM and non-STEM faculty | (Smith et al., 2018) |
| TRACS grant-writing boot camp | Organizational level (climate) | Retention/Advancement | Higher likelihood of submitting and receiving a grant | Yes – Female STEM faculty | (Smith et al., 2018) |
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
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Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
Suggested Citation:"Appendix A: List of Interventions Across Levels." National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. doi: 10.17226/25585.
×
