review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works of scholarship provides insight into the factors that influence the retention, persistence, and achievement of women of color in STEM fields. They argue that the current underrepresentation of women of color in STEM fields represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems. They refute the pervasive myth that underrepresented minority women are less interested in pursuing STEM fields and then present a complex portrait of the myriad factors that influence the undergraduate and graduate experiences of women of color in STEM fields. Finally, the authors discuss the policy implications of their findings and highlight gaps in the literature where further research is needed, providing a knowledge base for educators, policy makers, and researchers to continue the mission of advancing the status of women of color in STEM. Inside the Double Bind ong, wright, espinosa, and orfield Hispanic women 6.86 % U.S. population ages, 25-24 (2006) % STEM doctoral degrees awarded

Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigates how this pathway might differ for women of color in comparison to their White peers. She utilized hierarchical generalized linear modeling (HGLM) to examine the experiences of 1,250 women of color and 891 White women attending 135 institutions nationwide. Results revealed the paramount role of women's college experiences. Women of color who persisted in STEM frequently engaged with peers to discuss course content, joined STEM-related student organizations, participated in undergraduate research programs, had altruistic ambitions, attended private colleges,and attended institutions with a robust community of STEM students. Negative predictors of persistence include attending a highly selective institution.

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.

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Persistent disparities in doctoral degree completion have led many institutions to hire graduate diversity officers (GDOs) to increase the presence of underrepresented minorities in graduate programs. This qualitative study of 14 GDOs considers how the dimensions of campus racial climate (CRC) influence the ability of GDOs to carry out this work. Findings suggest CRC can be applied to understanding institutional processes that affect diversity, and that internal and external climate-related forces affect the GDO’s recruitment and retention efforts. Thus, universities must go beyond demonstrating institutional commitment by creating GDO positions and attending to CRC to increase graduate diversity.