Science, technology, engineering, and mathematics (STEM) professional societies (ProSs) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProSs serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies and thus provide critical levers for systems change. STEM ProSs could be instrumental in achieving the DEI system reform necessary to optimize engagement of all STEM talent, leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM system reform requires that underlying “mental models” be examined. The Inclusive Professional Framework for Societies (IPF: Societies) is an interrelated set of strategies that can help ProSs change leaders (i.e., “boundary spanners”) and organizations identify and address mental models hindering DEI reform. The IPF: Societies uses four “I's”—Identity awareness and Intercultural mindfulness (i.e., equity mindset) upon which inclusive relationships and Influential DEI actions are scaffolded. We discuss how the IPF: Societies complements existing DEI tools (e.g., Women in Engineering ProActive Network's Framework for Promoting Gender Equity within Organization; Amplifying the Alliance to Catalyze Change for Equity in STEM Success' Equity Environmental Scan Tool). We explain how the IPF: Societies can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). The next steps are to pilot the IPF: Societies with a cohort of STEM ProSs. Ultimately, the IPF: Societies has potential to promote more efficient, effective, and lasting DEI organizational transformation and contribute to inclusive STEM disciplinary excellence.

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Professional STEM societies have been identified as an important lever to address STEM diversity, equity, and inclusion. In this Perspectives article, we chronicle the highlights of the first Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) convening held in September 2021.

Women in the life sciences seem to attract less concern and attention than women in physics, IT or engineering. Perhaps because women in the life sciences at undergraduate and, more recently, postgraduate level have equalled or exceeded men for the past 30 or so years. The poor representation of women at professorial level in biology – still only 15% in the United Kingdom – shows an appalling waste of potential talent, often referred to as the ‘leaky pipeline’. Given the significant attention paid to the under‐representation of women across STEM (science, technology, engineering and maths) subjects globally by national academies, employers and governments over the past 15 years, it is disappointing to observe such poor progress. More attention needs to be paid to the career planning and professional preparation of young women, so that more will be able to progress to senior positions and decision‐making roles. Educational institutions and employers need to evolve in the form of inclusive leadership, structural changes and good management policies and practices. Also, shifts from a purely male orientation of science and changes in cultural stances need to be implemented, including addressing unconscious bias by both women and men towards women and the recognition of the importance of diversity and inclusion. Key Concepts Women leave the life sciences at every step of the career ladder in greater proportions than men. This is termed the ‘leaky pipeline’. Unconscious bias and discrimination against women, preventing their career advancement, results in fewer women in senior positions. Much of scientific research is undertaken with little thought about whether there is a gender context; for example, omitting women from studies and trials. There is a lack of career planning, personal development and preparation for leadership for women in the life sciences. Creating a level playing field for women in life science requires the effective implementation of policies around recruitment, promotion and workplace cultures.

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Historic science, technology, engineering and mathematics (STEM) disciplinary cultures were founded in a system that was predominately male, white, heterosexual, and able-bodied (i.e., “majority”). Some societal norms have changed, and so has demand for inclusive STEM engagement. However, legacy mental models, or deeply held beliefs and assumptions, linger and are embedded in the STEM system and disciplinary cultures. STEM reform is needed to maximize talent and create inclusive professions, but cannot be achieved without recognizing and addressing norms and practices that disproportionately serve majority vs. minoritized groups. As leading voices in disciplinary work and application, disciplinary and professional societies (Societies) are instrumental in shaping and sustaining STEM norms. We, leaders of the Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) project, recognize the need to provide Society diversity, equity, and inclusion (DEI) change leaders with tools necessary to foster systemic change. In this Perspectives article, we present the Equity Environmental Scanning Tool (EEST) as an aid to help Society DEI change leaders elucidate legacy mental models, discern areas of strength, identify foci for advancement, and benchmark organizational change efforts. We share our rationale and work done to identify, and, ultimately, adapt a Society DEI self-assessment tool from the United Kingdom. We share background information on the UK tool, content and structural changes made to create the EEST, and an overview of the resulting EEST. Ultimately, we seek to increase awareness of a Society-specific DEI self-assessment tool designed to help Society DEI change leaders advance inclusive reform.