Culturally Specific Pedagogy in the Mathematics Classroom by 
Women of color in STEM : navigating the workforce by 
Living Proof: Stories of Resilience Along the Mathematical Journey by A webguide to Social Justice resources in the Cal State East Bay Library, complied by Library Student Ambassadors!
Consider reading about the Matilda Effect! "Numerous women scientists have suffered the same fate throughout history: their achievements have been forgotten, sidelined or ignored in the history of science. This systematic discrimination is so widespread that it even has a name: the Matilda effect."
Being Human in STEM: partnering with students to shape inclusive practices and communities by
For all STEM faculty, chairs, administrators, and faculty developers who work to support students' learning and thriving in STEM - especially those students who have felt unwelcome and unsupported in their past STEM experiences - this book offers sustainable strategies that are now being widely adopted to create inclusive environments in undergraduate STEM classes and programs. Further, this book presents a framework for partnering with students to collaboratively envision how STEM can be a space that fosters a sense of belonging for, and promotes the success of, all individuals in STEM. This book presents the Being Human in STEM Initiative, or HSTEM, as a model for challenging the assumptions we make, and how we communicate to students, about who belongs and who can thrive in STEM. This work arose out of a time of conflict at Amherst College: A four-day sit-in, protesting in support of the Black Lives Matter movement and bringing attention to related experiences of exclusion and marginalization that minoritized students experienced on campus. What emerged from that conflict has been transformative for the college, its students, and for its faculty and staff. In this book, the authors share how the HSTEM course came into being, offer a course overview, readings, and resources for developing an HSTEM course at your own institution, provide recommendations for evaluating the multi-level impact of inclusive change initiatives, and profile models of how the HSTEM course has been adapted at colleges and universities across the country. In addition to providing a road map for developing your own HSTEM course, the authors articulate ways that you can make any course or institutional structure more inclusive through active listening and validation, and through reflective practice and partnership, to progressively make incremental and sustainable changes in STEM education. Through listening and reflecting, the model facilitates uncovering the disconnects that can impede inclusivity in our classrooms and laboratories. While the authors offer a proven process and model for change, originally motivated by the urgent need to respond to students' demands, they recognize that larger institutional culture shifts require the identification and commitment to common values, a shared sense of purpose in the work of change, and the provision of agency and resources to individuals tasked with making change happen. How might we shift institutional STEM culture? The HSTEM model provides one solution: By reflecting on our own lived experiences and identities, engaging with the literature on the factors that enhance and limit full inclusion in STEM, and partnering with students to identify actionable ways to bring about sustainable change in our scientific communities, we can all work towards creating a more inclusive, and human, STEM ecosystem.Each chapter opens with a set of guiding reflective questions to help you connect these ideas, frameworks, and strategies to your own teaching and institutional context. While each chapter builds on the previous ideas and frameworks, the book can also be used as a resource to identify a just-in-time strategy to address particular questions you may have about making your teaching more inclusive. The appendices offer an array of Facilitator Guides, each of which outlines a student-endorsed exercise, based on the pedagogical literature, that can foster a sense of belonging and inclusion in your classrooms and laboratory spaces.
Breaking In: Women's accounts of how choices shape STEM careers by
Why is it that, while women in the United States have generally made great strides in establishing parity with their male counterparts in educational attainment, they remain substantially underrepresented in the fields of science, technology, engineering, and mathematics (STEM)? Why is it that, in proportion to the PhDs they obtain in STEM, they attain fewer administrative and managerial positions in academia and industry than their numbers warrant and, moreover, are more likely leave the field once started in their careers? In the culture and context of women's advancement and satisfaction with careers in STEM, the data show that many challenges and obstacles remain. By showcasing the stories of eight women scientists who have achieved successful careers in the academy, industry and government, Breaking Inoffers vivid insights into the challenges and barriers that women face in entering STEM while also describing these women's motivations, the choices they made along their paths, and the intellectual satisfactions and excitement of scientific discovery they derive from their work. Breaking Inunderscores issues aspiring women scientists will encounter on their journeys and what they can do to forestall potential obstacles, advocate for change, and fulfill their ambitions. And it speaks to the question: What can be done to encourage more women to specialize in science, mathematics, and engineering? In doctoral granting institutions, where women must start if they hope to earn advanced degrees, Breaking Incan serve both as a student text and as guide for department chairs and deans who are concerned about organizational climate and culture and their impact on retention in STEM fields. At a broader level, this book offers advice and inspiration to women contemplating entering STEM fields, as well to the teachers, researchers, and administrators responsible for nurturing these women, growing enrollments in their disciplines, and developing creative and intellectual capital that the nation needs to compete in the global marketplace.
Equity for Women in Science: dismantling systemic barriers to advancement by
Equity for Women in Science is the first large-scale empirical study of the global gender gap in science. Analyzing millions of scientific papers, the authors show that women are undervalued for their labor in science as measured through publications and citations. The data also reveal how the scientific community can promote equity.
Equity in Science: Representation, Culture, and the Dynamics of Change in Graduate Education by
STEM disciplines are believed to be founded on the idea of meritocracy; recognition earned by the value of the data, which is objective. Such disciplinary cultures resist concerns about implicit or structural biases, and yet, year after year, scientists observe persistent gender and racial inequalities in their labs, departments, and programs. In Equity in Science, Julie Posselt makes the case that understanding how field-specific cultures develop is a crucial step for bringing about real change. She does this by examining existing equity, diversity, and inclusion efforts across astronomy, physics, chemistry, geology, and psychology. These ethnographic case studies reveal the subtle ways that exclusion and power operate in scientific organizations and, sometimes, within change efforts themselves. Posselt argues that accelerating the movement for inclusion in science requires more effective collaboration across boundaries that typically separate people and scholars--across the social and natural sciences, across the faculty-student-administrator roles, and across race, gender, and other social identities. Ultimately this book is a call for academia to place equal value on expertise, and on those who do the work of cultural translation. Posselt closes with targeted recommendations for individuals, departments, and disciplinary societies for creating systemic, sustainable change.
The Exceptions: Nancy Hopkins, MIT, and the fight for women in science by
A New York Times Notable Book As late as 1999, women who succeeded in science were called "exceptional" as if it were unusual for them to be so bright. They were exceptional, not because they could succeed at science but because of all they accomplished despite the hurdles. "Gripping...one puts down the book inspired by the women's grit, tenacity, and brilliance." --Science "Riveting." --Siddhartha Mukherjee, author of The Gene In 1963, a female student was attending a lecture given by Nobel Prize winner James Watson, then tenured at Harvard. At nineteen, she was struggling to define her future. She had given herself just ten years to fulfill her professional ambitions before starting the family she was expected to have. For women at that time, a future on the usual path of academic science was unimaginable--but during that lecture, young Nancy Hopkins fell in love with the promise of genetics. Confidently believing science to be a pure meritocracy, she embarked on a career. In 1999, Hopkins, now a noted molecular geneticist and cancer researcher at MIT, divorced and childless, found herself underpaid and denied the credit and resources given to men of lesser rank. Galvanized by the flagrant favoritism, Hopkins led a group of sixteen women on the faculty in a campaign that prompted MIT to make the historic admission that it had long discriminated against its female scientists. The sixteen women were a formidable group: their work has advanced our understanding of everything from cancer to geology, from fossil fuels to the inner workings of the human brain. And their work to highlight what they called "21st-century discrimination"--a subtle, stubborn, often unconscious bias--set off a national reckoning with the pervasive sexism in science. From the Pulitzer Prize-winning journalist who broke the story, The Exceptions chronicles groundbreaking science and a history-making fight for equal opportunity. It is the "excellent and infuriating" (The New York Times) story of how this group of determined, brilliant women used the power of the collective and the tools of science to inspire ongoing radical change. And it offers an intimate look at the passion that drives discovery, and a rare glimpse into the competitive, hierarchical world of elite science--and the women who dared to challenge it.
Expanding Underrepresented Minority Participation by
In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.
Feminist Epistemology and Philosophy of Science by
Having enjoyed more than twenty years of development, feminist epistemology and philosophy of science are now thriving fields of inquiry, offering current scholars a rich tradition from which to draw. In addition to a recognition of the power of knowledge itself and its effects on women's lives, a central feature of feminist epistemology and philosophy of science has been the attention they draw to the role of power dynamics within knowledge-seeking practices and the implications of these dynamics for our understandings of knowledge, science, and epistemology. Feminist Epistemology and Philosophy of Science: Power in Knowledge collects new works that address today's key challenges for a power-sensitive feminist approach to questions of knowledge and scientific practice. The essays build upon established work in feminist epistemology and philosophy of science, offering new developments in the fields, and representing the broad array of the feminist work now being done and the many ways in which feminists incorporate power dynamics into their analyses.
Making Black Scientists: A Call to Action by
Historically black colleges and universities are adept at training scientists. Marybeth Gasman and Thai-Huy Nguyen follow ten HBCU programs that have grown their student cohorts and improved performance. These science departments furnish a bold new model for other colleges that want to better serve African American students.
Race and Sociocultural Inclusion in Science Communication: Innovation, Decolonisation, and Transformation by
Chapter 12 is available Open Access under CC-BY-NC-ND licence. Conversations around diversity, equity, and inclusion in science communication are in danger of generating much concern without effecting change and systematic transformations. This radical volume addresses these circular discourses and reveals the gaps in the field. Putting the spotlight on the marginalised voices of so-called 'racialised minorities', and those from Global South regions, it interrogates the global footprint of the science communication enterprise. Moving beyond tokenistic and extractive approaches, this book creates a space for academics and practitioners to challenge issues around race and sociocultural inclusion, providing mutual learning, paradigm-shifting perspectives, and innovative ways forward for the science communication advancement agenda.
Successful STEM Mentoring Initiatives for Underrepresented Students: a research-based guide for faculty and administrators by
Successful STEM Mentoring Initiatives for Underrepresented College Studentsis a step-by-step, research-based guide for higher education faculty and administrators who are charged with designing mentoring programs to recruit and retain students from underrepresented groups. Written by an acknowledged expert in the field of STEM mentoring, the book constitutes a virtual consultant that enables readers to diagnose the issues they face, identify priorities, and implement appropriate practices to achieve their goals. The book describes the real and perceived barriers that underrepresented students--to include women, students of color, transfer students, and first-generation college students--encounter when considering enrollment, or participating, in science courses; considers the issues they face at the various transitions in their education, from entering college to declaring a major and moving on to a profession; and sets out the range of mentoring options available to program designers. By posing key questions and using three running case illustrations of common dilemmas, the book walks readers through the process of matching the best design options with the particular needs and resources of their own department or campus. Intentionally brief and to the point, the book is nonetheless a comprehensive guide to the full range mentoring models and best practices, that also covers issues of institutional and departmental climate and teaching methods, and offers insider insights to help designers avoid pitfalls as they create effective, sustainable mentoring initiatives. This guide will assist administrators working on new initiatives to broaden access and improve persistence and graduation in their programs, as well as apply for research grants, by clarifying objectives and identifying the effective evidence-based practices to achieve them. It also provides common conversation-starters for departments to identify obstacles to enrollment and broaden participation.
Decolonizing Science in Latin American Art by 
An Indigenous Peoples' History of the United States by 
