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Report: Early Academic Career Pathways in STEM: Do Gender and Family Status Matter?

Report » Early Academic Career Pathways in STEM: Do Gender and Family Status Matter?

Categories

EQUITY, participation, outcomes, INSTRUCTION, student centered planing

Authors

Tanenbaum, Courtney; Upton, Rachel

Published

March 2014

Publisher

American Institutes for Research

Abstract

The gender inequities in the science, technology, engineering, and mathematics (STEM) academic workforce are well documented and remain of concern, especially given the urgent calls to increase and broaden participation in STEM. Women of all races and ethnicities continue to compose a small number of science and engineering faculty at U.S. research universities and often do not receive the same level of recognition, career affirmation, and resources as their male colleagues.

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