ADVANCEing Women Faculty in STEM: Empirical Findings and Practical Recommendations from National Science Foundation ADVANCE Institutions
In 2007, the U.S. Academy of Sciences, National Academy of Engineering, and Institute of Medicine released a joint report indicating that an influx of women into Science, Technology, Engineering, and Mathematics (STEM) fields was necessary for the United States to maintain a dominant position and competitive edge in the global economy. The United States Office of Science and Technology Policy, in collaboration with the White House Council on Women and Girls, also announced a commitment to increasing the participation of women and girls in STEM.
One effort aimed at increasing the number of women in STEM is the National Science Foundation (NSF) ADVANCE program, which focuses on increasing the number of women faculty in STEM academic disciplines. The goals of the ADVANCE program are to develop initiatives to increase the representation and advancement of women in academic STEM careers; to develop mechanisms to promote gender equity in the STEM academic workforce; and to aid in diversifying the science and engineering workforce. ADVANCE also seeks to contribute to the general knowledge research base on gender equity in academic STEM disciplines. ADVANCE has encouraged institutions of higher education, as well as the larger STEM community, to identify and address aspects of STEM academic culture and institutional structures that negatively affect women faculty. Since 2001, the NSF has invested over $130M to support ADVANCE projects at more than 100 institutions of higher education (see https://advance.tamu.edu/other-advance-institutions/) and STEM-related nonprofit organizations.
This special issue of Equality, Diversity and Inclusion: An International Journal aims to introduce the ADVANCE program to the larger academic community interested in issues related to gender equity, diversity, and inclusion in higher education and the STEM workforce. As such, this call seeks contributions that are directly related to and/or result from the efforts of NSF ADVANCE projects. We seek papers from ADVANCE institutional teams and researchers including but not limited to: empirical research articles, theoretical papers, program evaluation, case studies, personal narratives, practical recommendations, lessons learned, reflections on institutionalization, or any other effort related to the ADVANCE program. Papers are welcome from any academic field and those that are multidisciplinary in nature are especially encouraged. We also explicitly seek ADVANCE-related papers on how gender intersects with other identities such as race, ethnicity, disability, age, parenting status, sexual orientation, nationality, and social class, to affect women faculty in STEM academia.
A 2-3 page prospectus must be submitted to Guest Editor Kathi N. Miner at [email protected] or Guest Editor Stacie Furst-Holloway at [email protected] by April 15, 2017 to assess fit and rigor of potential contributions. Authors of papers that fit the criteria will be notified by June 15, 2017 and invited to submit a full paper. Final submission of full papers is September 15, 2017; full paper submissions will undergo blind peer review. Only those submissions that are invited may appear in the final issue, however an invitation to submit a full paper is no guarantee of acceptance.
Kathi N. Miner, Associate Professor of Psychology and Women’s and Gender Studies at Texas A&M University, is a co-investigator and co-leader of the research team for a NSF ADVANCE-IT (Institutional Transformation) grant awarded to Texas A&M in 2010. Her research broadly focuses on diversity, inclusion, and respect in organizations. In particular, she examines how disrespectful and exclusionary interpersonal experiences in organizations affect the professional trajectory, health, and well-being of individuals from low-status social identity groups (e.g., women, underrepresented ethnic minorities), and how these experiences are shaped by hierarchical social structures and constraints embedded in the larger society. As part of this focus, she also examines how different devalued social identities intersect (e.g., Black women, mothers) to influence experiences and consequences of disrespect.
Stacie Furst-Holloway is an Associate Professor in the Department of Psychology at the University of Cincinnati (UC). She is also a co-investigator and co-leader of the research team for UC LEAF (Leadership, Empowerment, and Advancement of Women Faculty in STEM), the NSF ADVANCE-IT grant awarded to UC in 2012. Her research focuses broadly on issues of employee retention in both private and public sector organizations. More specifically, she investigates the individual and organizational factors that impact the employment experience and motivate decisions to stay, leave, or return to an organization. Her work with UC LEAF includes an examination of faculty social networks and the link between network structure, productivity, and intentions to remain in the institution, as well as the impact of department-level and institutional policy and practice on promotion and retention outcomes of women and women of color faculty in STEM.
Call for papers opens: January 15, 2017
2-3 page prospectus submission (required); call for papers closes: April 15, 2017
Full paper invitations sent out: June 15, 2017 (EDI submission portal opens)
Full paper deadline: September 15, 2017
Manuscript Submission and Review
Manuscripts will be double-blind refereed by experts in the area, according to the journal’s peer review process. Please upload your submissions to the Equality, Diversity and Inclusion ScholarOne Manuscripts website http://mc.manuscriptcentral.com/edi - select ‘Special Issue’ and submit to the issue listed with the title: ADVANCEing Women Faculty in STEM.