Exploring Institutional Hiring Trends of Women in the U.S. STEM Professoriate

McNeely, Connie L.; Vlaicu, Sorina

doi:10.1111/j.1541-1338.2010.00471.x

Cited by 9 publications

(3 citation statements)

References 9 publications

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“…G. Smith, Turner, Osei-Kofi, & Richards, 2004). Thus, it has been suggested that search committees for STEM departments always include diversity along racial−ethnic and gender lines (McNeely & Vlaicu, 2010). This balanced representation on faculty search committees is thought to increase the likelihood of building a rich, diverse candidate pool from which to select and recruit STEM faculty (Diggs et al, 2009; D.…”

Section: Interventions To Reduce Barriers To Selectionmentioning

confidence: 99%

Patching the “leaky pipeline”: Interventions for women of color faculty in STEM academia.

Liu

Brown

Sabat

2019

Archives of Scientific Psychology

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The "leaky pipeline" entails the progressive loss of competent women faculty members in the fields of science, technology, engineering, and mathematics (STEM). These leaks have been identified at various career stages, including selection, promotion, and retention. Efforts to increase female representation in STEM academia have had mixed results: Although the overall percentage of STEM women faculty has increased in recent decades, the percentage of women of color faculty (WOCF) in STEM has decreased. These differential effects may stem from the fact that most existing interventions for increasing female representation in STEM academia have not been intersectional in nature. However, when the intersectionality of raceϪethnicity and gender are accounted for, WOCF are more likely to thrive professionally and feel like they matter to the institution. In this article, intersectionality theory is employed to identify the specific barriers in selection, promotion, and retention faced by WOCF within the scope of academic STEM careers and to identify the types of interventions that are likely to be particularly effective at fixing these leaks. In doing so, this article provides a framework for future research in the area of improving diversity and inclusion of WOCF in STEM.

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Section: Interventions To Reduce Barriers To Selectionmentioning

confidence: 99%

Patching the “leaky pipeline”: Interventions for women of color faculty in STEM academia.

Liu

Brown

Sabat

2019

Archives of Scientific Psychology

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“…In 2005, 40% of all full-time faculty in colleges and universities in the United States were women (McNeely & Vlaicu, 2010). However, of the 7,000 computer science doctoral faculty in 2006, only 60 were reported as African American women.…”

Section: Review Of the Literaturementioning

confidence: 99%

Navigating STEM: Afro Caribbean Women Overcoming Barriers of Gender and Race

Miller

2017

SAGE Open

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This article explores issues related to science, technology, engineering, and mathematics (STEM), participation and underrepresentation specifically in regard to women of African descent. Drawing from a larger qualitative, grounded case study, the article examines the experiences of Panamanian Afro Caribbean women in STEM and their successful navigation of race and gender barriers related to education and employment in STEM. Ogbu and Banks are used to inform the discussion regarding the formation of group identity. Data were collected and triangulated by interviews, surveys, observations, and documents. The findings revealed that socio-cultural values and strategies from their Caribbean community provided the support needed to build a positive self-identity. In addition, middle-class values that included educational attainment and hard work further supported their persistence through STEM education and their participation in STEM careers. A new model, the Self-Actualization Model (SAM), emerged as graphic representation for presenting the findings.

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“…In 2005, 40% of all full-time faculty in colleges and universities in the United States were women (McNeely & Vlaicu, 2010). However, they are still less likely to be in tenure track positions when compared with males; women tenured at universities were 44%, whereas males tenured were 62.0% (Catalyst, 2012).…”

Section: Education For Students Of African Descentmentioning

confidence: 99%

Effective Teachers

Miller

2015

SAGE Open

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This article focuses on the educational strategies that can be used to support female students of African descent in their persistence in science, technology, engineering, and mathematics (STEM) education and careers. STEM careers have historically been White male and White female dominated, which has yielded an underrepresentation of those of African descent. Drawing from a grounded qualitative case study, the data used for this article share the responses of Afro-Caribbean females in STEM who have immigrated to the United States from the country of Panama. As Latinas, they are representative of the changing face in the American educational system—bilingual, multicultural, and of African descent. The strategies offered reflect their own teaching practices, their former teachers, or experiences with their children’s teachers. What emerged were descriptions of four strategies and behaviors of effective teachers that align with Ladson-Billings’s culturally relevant pedagogy and Gay’s culturally responsive teaching. Included in the findings are the high standards and expectations embodied by effective teachers that serve to positively inspire their students. Culturally responsive teachers create an atmosphere of learning that supports academic success, conveying their belief in their students’ ability based upon their own reflectivity. As the U.S. educational system continues to become multilingual and multicultural, there is need for strategies for the successful inclusion and progression of students in STEM educational pathways and careers. This will occur as teachers challenge themselves to be the agents of change in the lives of their students.

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Exploring Institutional Hiring Trends of Women in the U.S. STEM Professoriate

Cited by 9 publications

References 9 publications

Patching the “leaky pipeline”: Interventions for women of color faculty in STEM academia.

Patching the “leaky pipeline”: Interventions for women of color faculty in STEM academia.

Navigating STEM: Afro Caribbean Women Overcoming Barriers of Gender and Race

Effective Teachers

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