NSF ADVANCE and gender equity: Past, present and future of systemic institutional transformation strategies
Equality, Diversity and Inclusion
ISSN: 2040-7149
Article publication date: 26 February 2019
Issue publication date: 26 February 2019
Abstract
Purpose
Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues.
Design/methodology/approach
Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses.
Findings
The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time.
Originality/value
This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.
Keywords
Acknowledgements
Any opinions, findings, conclusions or recommendations presented are only those of the authors and do not necessarily reflect the views of the National Science Foundation.
Citation
DeAro, J., Bird, S. and Mitchell Ryan, S. (2019), "NSF ADVANCE and gender equity: Past, present and future of systemic institutional transformation strategies", Equality, Diversity and Inclusion, Vol. 38 No. 2, pp. 131-139. https://doi.org/10.1108/EDI-09-2017-0188
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited