1. Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering The National Academies, 2007 http://www.nap.edu/catalog/11741.html

2. Beyond Bias and Barriers Study Committee DONNA E. SHALALA (Chair) President, University of Miami ALICE M. AGOGINO University of California, Berkeley LOTTE BAILYN Massachusetts Institute of Technology ROBERT J. BIRGENEAU Chancellor, UC Berkeley ANA MARI CAUCE Executive Vice Provost, University of Washington CATHERINE D. DEANGELIS Editor-in-Chief, JAMA DENICE DENTON* Chancellor, UC Santa Cruz BARBARA GROSZ Harvard University JO HANDELSMAN HHMI Professor, University of Wisconsin Madison NAN KEOHANE President Emerita, Duke University SHIRLEY MALCOM AAAS GERALDINE RICHMOND University of Oregon ALICE M. RIVLIN Brookings Institution RUTH SIMMONS President, Brown University ELIZABETH SPELKE Harvard University JOAN STEITZ HHMI, Yale University School of Medicine ELAINE WEYUKER AT&T Laboratories MARIA T. ZUBER Massachusetts Institute of Technology

3. FINDINGS Differences in biology and aptitudeDifferences in biology and aptitude PipelinePipeline Outright discriminationOutright discrimination Unconscious biasUnconscious bias ClimateClimate Rules, policies, and structuresRules, policies, and structures

4. Women have the drive and ability to succeed in science and engineering. No significant biological differences between men and women that would explain differential representationNo significant biological differences between men and women that would explain differential representation No significant differences in performance in science and math that account for differential representationNo significant differences in performance in science and math that account for differential representation Representation of women has increased 30-fold in some fields in the last two decades, which shows that when opportunities in science are available, women take them and excelRepresentation of women has increased 30-fold in some fields in the last two decades, which shows that when opportunities in science are available, women take them and excel

5. More girls are completing advanced science and mathematics classes in high school Subject1990199419982000 BoysGirlsBoysGirlsBoysGirlsBoysGirls Mathematics Trig/Algebra 320.6%20.9%23.0%24.9%19.4%22.5%17.9%21.1% Precalculus14.4%13.0%16.3%18.4%23.1%22.9%25.4%27.9% Calculus8.3%6.2%10.3%10.1%12.0%11.6%13.3%12.0% Science Advanced Biology 25.7%29.2%31.5%37.8%33.8%40.8%31.5%40.5% Chemistry43.8%46.1%47.5%53.3% 59.2%58.1%66.8% Physics24.9%18.3%26.7%22.5%31.0%26.6%35.6%31.5% Source: US Dept of Education, National Center for Education Statistics, National Assessment of Educational Progress, 1990, 1994, 1998 and 2000 High School Transcript Studies. Based on Table 1-8 in National Science Board (2006) Science and Engineering Indicators, 2006. Arlington, VA: National Science Foundation.

6. There are differences by gender and ethnicity for intention to major in S&E fields Source: National Science Board (2006) Science and Engineering Indicators, 2006. Arlington, VA: National Science Foundation., Appendix Table 2-6.

7. For students who do declare a major in S&E, 60% of women and 57% of men complete the major. Source: National Science Foundation, Division of Science Resource Statistics, special tabulations of the US Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, Completions Survey. Data available at http://www.nsf.goiv/statistics/wmpd/tables/tabc-15.xls

8. More women are earning S&E doctorates Source: National Science Foundation (2006) Survey of Earned Doctorates, 1974-2004. Arlington, VA: National Science Foundation.

9. Movement up the ranks varies by field and appears inversely related to the number of women PhDs and postdoctoral scholars Source: National Science Foundation (2006) Survey of Doctoral Recipients, 2003. Arlington, VA: National Science Foundation. Notes: The Survey of Doctoral Recipients includes only those who earned doctorates in the United States and may under-represent the actual number of postdoctoral scholars and tenure-tack and tenured professors, particularly in those fields such as life sciences where there are a substantial number of international postdoctoral scholars and engineering where there are a substantial number of international professors.

10. The problem is simply not the pipeline For more than 30 years, women have earned more than 30% of doctorates in social and behavioral sciences and more than 20% in the life sciences But, at top research institutions, women hold 15% of full professorships in social sciences 15% of full professorships in social sciences 15% of full professorships in the life sciences 15% of full professorships in the life sciences <10% of full professorships in other scientific fields <10% of full professorships in other scientific fields Minority women are virtually absent from leading S&E departments.

11. Women are opting out of academic careers Increasing the number of women earning S&E doctorates will have little effect on the number of women in academic positions, unless attention is paid to recruiting women to these positions and retaining them once hired. Increasing the number of women earning S&E doctorates will have little effect on the number of women in academic positions, unless attention is paid to recruiting women to these positions and retaining them once hired.

12. Women are very likely to face discrimination in every field of science and engineering. Female and minority scientists and engineers have had to function in environments that favor white men and pursue their careers, but without the opportunities and encouragement provided to white men.Female and minority scientists and engineers have had to function in environments that favor white men and pursue their careers, but without the opportunities and encouragement provided to white men. All women scientists and engineers face continuous questioning of their abilities and commitment.All women scientists and engineers face continuous questioning of their abilities and commitment. Barriers limit the appointment, retention, and advancement of women faculty. Barriers accumulate as women faculty rise in the ranks.Barriers limit the appointment, retention, and advancement of women faculty. Barriers accumulate as women faculty rise in the ranks. Minority women are subject to dual discrimination and face even more barriers.Minority women are subject to dual discrimination and face even more barriers.

13. A substantial body of evidence establishes that most people—men and women—hold implicit biases. Decades of cognitive psychology research shows that Most of us intend to be fairMost of us intend to be fair Most of us carry unexamined biasesMost of us carry unexamined biases These biases influence our evaluations of people and their workThese biases influence our evaluations of people and their work In every study, there was a significant effect of the gender or race of the person evaluated, but NO significant effect of gender or race of the evaluatorIn every study, there was a significant effect of the gender or race of the person evaluated, but NO significant effect of gender or race of the evaluator

14. Measures of success underlying the current “meritocracy” Are often arbitraryAre often arbitrary Are applied in a biased mannerAre applied in a biased manner Do not necessarily relate to scientific creativityDo not necessarily relate to scientific creativity Celebrate assertiveness and single-mindednessCelebrate assertiveness and single-mindedness Penalize women for assertiveness and single-mindednessPenalize women for assertiveness and single-mindedness Do not celebrate flexibility, diplomacy, curiosity, motivation, and dedicationDo not celebrate flexibility, diplomacy, curiosity, motivation, and dedication

15. Academic structures and rules contribute significantly to the underutilization of women in academe Rules that appear neutral have differential effects on men and womenRules that appear neutral have differential effects on men and women Structural constraints and expectations are based on the assumption that faculty members have spousal supportStructural constraints and expectations are based on the assumption that faculty members have spousal support However, most spouses of S&E faculty are employed full- time (90% of husbands, ~50% of wives)However, most spouses of S&E faculty are employed full- time (90% of husbands, ~50% of wives) In addition, 80% of married women scientists and engineers have a scientist or engineer spouse vs. 50% of men.In addition, 80% of married women scientists and engineers have a scientist or engineer spouse vs. 50% of men.

16. S&E Spousal Demographics

17. Goals Reduce career impediments for womenReduce career impediments for women Provide the nation with a source of talented and accomplished scientists and engineersProvide the nation with a source of talented and accomplished scientists and engineers Enhance our nation’s competitivenessEnhance our nation’s competitiveness

18. RECOMMENDATIONS University leaders Deans and department chairs Deans and department chairs Faculty Faculty Congress Congress Professional societies Professional societies Federal agencies Federal agencies

19. Federal funding agencies and foundations should ensure that their practices— including rules and regulations—support the full participation of women. Provide workshops to minimize gender bias. Provide workshops to minimize gender bias. Make it possible to use grant monies for dependent care expenses or interim technical support Make it possible to use grant monies for dependent care expenses or interim technical support Establish policies for extending grant support for researchers who take a leave of absence due to caregiving responsibilities Establish policies for extending grant support for researchers who take a leave of absence due to caregiving responsibilities Expand support for research on the efficacy of organizational programs designed to reduce gender bias Expand support for research on the efficacy of organizational programs designed to reduce gender bias

20. 1.Commitment to take corrective action 2.Dedication to basing change on data 3.Framework for monitoring progress (see Scorecard in Chapter 6) Effective programs have three key components

21. Federal agencies should lay out clear guidelines, leverage their resources, and rigorously enforce existing laws to increase the science and engineering talent developed in this country. Move immediately to enforce the federal anti-discrimination laws at higher education institutions Move immediately to enforce the federal anti-discrimination laws at higher education institutions Evaluate whether universities have engaged in any of the types of discrimination banned under the anti-discrimination laws Evaluate whether universities have engaged in any of the types of discrimination banned under the anti-discrimination laws Encompass a sufficiently broad number and range of institutions of higher education to secure a substantial change in policies and practices nationwide. Encompass a sufficiently broad number and range of institutions of higher education to secure a substantial change in policies and practices nationwide. Encourage and provide technical assistance on how to achieve diversity in university programs and employment Encourage and provide technical assistance on how to achieve diversity in university programs and employment

22. Congress should take steps necessary to encourage adequate enforcement of anti- discrimination laws, including regular oversight hearings to investigate the enforcement activities of the Department of Education, the Equal Employment Opportunity Commission, the Department of Labor, and the science granting agencies.

23. The fact that women are capable of contributing to the nation’s scientific and engineering enterprise but are impeded in doing so because of gender and racial/ethnic bias and outmoded “rules” governing academic success is deeply troubling and embarrassing. It is also a call to action.

24. Beyond Bias and Barriers (2007) http://www.nap.edu/catalog/11741.html