Abstract
We live in a decade of change, complexity, and turmoil introduced by many factors and conditions that were not anticipated even a year ago. Although our focus has been on omen scientists’ experiences, there are other implications from our review of the literature. We have also discussed historical, political, and cultural conditions and contexts that continue to influence the careers of STEM academic women. We noted the current realities of COVID-19, the racial reckoning underway in the USA, and the #metoomovement. In this final chapter, we offer recommendations to university administrators to address departmental culture and policy changes related to promotion and tenure and work-life balance. Participants also provided recommendations for graduate students, women faculty, and administrators. At the top of their list were mentorship and the use of networks. Since this book is written from feminist perspectives and grounded in the psychology of women, we offer specific messages for psychologist educators and practitioners.
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377–402. https://doi.org/10.1037/0003-066X.58.5.377.
American Psychological Association, Girls and Women’s Guideline Group. (2018). APA guidelines for psychological practice with girls and women (Data set). American Psychological Association. https://doi.org/10.1037/e505882019-001.
Arredondo, P. (1996). Successful diversity management initiatives: A blueprint for planning and implementation. Thousand Oaks: Sage.
Arredondo, P. (2003). Resistance to multiculturalism in organizations. In J. S. Mio & G. Y. Iwamasa (Eds.), Multicultural mental health research and resistance: Continuing challenges of the new millennium (pp. 83–104). London: Brunner-Routledge.
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 31.
Dominus, S. (2019, October). Women scientists were written out of history. It’s Margaret Rossiter’s lifelong mission to fix that. Smithsonian Magazine. https://www.smithsonianmag.com/science-nature/unheralded-women-scientists-finally-getting-their-due-180973082/
Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573. https://doi.org/10.1037/0033-295X.109.3.573.
Fouad, N. A., & Arredondo, P. (2007). Becoming culturally oriented: Practical advice for psychologists and educators. Washington, DC: American Psychological Association.
Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? https://eric.ed.gov/?id=ED215628
Harding, S. G. (1986). The science question in feminism. Ithaca: Cornell University Press.
Henry, D. W. J., & Glenn, N. M. (2009). Black women employed in the ivory tower: Connecting for success. Advancing Women in Leadership Journal, 29. https://doi.org/10.18738/awl.v29i0.271.
Kramer, V. M., Konrad, A. M., & Erkut, S. (2006). Critical mass on corporate boards: Why three or more women enhance governance. Wellesley: Wellesley Centers for Women.
Lithwick, D. (2010, September 6). The female factor: Will three women really change the supreme court? Newsweek. https://www.newsweek.com/can-three-women-really-change-supreme-court-71275
Miville, M. L. (2018). No rest for the nasty: Mentoring as mobilizing for change and advocacy. The Counseling Psychologist, 46(1), 100–115. https://doi.org/10.1177/0011000018754323.
Miville, M. L. (in press). Every Latina a potential leader: Advancing resistance capacities in higher education. Journal of Hispanics in Higher Education.
Moe, K. (2020, August 4). NSF grant supports CEHD work toward diversity in STEM. College of Education and Human Development. https://news.cehd.umn.edu/nsf-grant-supports-cehd-work-toward-diversity-in-stem/
Muhs, G. G. Y, Niemann, Y. F., & González, C. G. (2012). Presumed incompetent: The intersections of race and class for women in academia (A. P. Harris, Ed.). University Press of Colorado.
National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Committee on Women in Science, Engineering, and Medicine, & Committee on the Impacts of Sexual Harassment in Academia. (2018). Sexual harassment of women: Climate, culture, and consequences in academic sciences, engineering, and medicine (F. F. Benya, S. E. Widnall, & P. A. Johnson, Eds.). National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK507206/
Neville, H. A., Gallardo, M. E., & Sue, D. W. (2016). The myth of racial color blindness: Manifestations, dynamics, and impact. Washington, DC: American Psychological Association.
Niemann, Y. F., Muhs, G. G. y., & González, C. G. (2020). Presumed incompetent II: Race, class, power, and resistance of women in academia. Louisville: Utah State University Press.
Roy, J. (2019). Engineering by numbers engineering statistics (p. 40). American Society for Engineering Education. http://www.asee.org/documents/papers-and-publications/publications/college-profiles/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdf
Silbey, S. S. (2016, August 23). Why do so many women who study engineering leave the field? Harvard Business Review. https://hbr.org/2016/08/why-do-so-many-women-who-study-engineering-leave-the-field
STEM Equity and Inclusion Initiative|Diversity. (2020). UC Berkeley, Division of Equity& Inclusion. https://diversity.berkeley.edu/initiatives/stem-equity-and-inclusion-initiative
Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Multicultural Counseling and Development, 20(2), 64–88. https://doi.org/10.1002/j.2161-1912.1992.tb00563.x.
Survey of Doctoral Recipients. (2015). National Science Foundation, National Center for Science and Engineering Statistics. https://ncsesdata.nsf.gov/doctoratework/2015/
Thurston, R. C., Chang, Y., Matthews, K. A., Känel, R. von, & Koenen, K. (2018). Association of sexual harassment and sexual assault with midlife women’s mental and physical health. JAMA Internal Medicine, 179(1), 48–53. https://doi.org/10.1001/jamainternmed.2018.4886
Toosi, N. R., Mor, S., Semnani-Azad, Z., Phillips, K. W., & Amanatullah, E. T. (2019). Who CAN LEAN IN? The intersecting role of race and gender in negotiations. Psychology of Women Quarterly, 43(1), 7–21. https://doi.org/10.1177/0361684318800492.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Arredondo, P., Miville, M.L., Capodilupo, C.M., Vera, T. (2022). Recommendations and Commitments for Retaining STEM Women in the Academy. In: Women and the Challenge of STEM Professions. International and Cultural Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-62201-5_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-62201-5_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-62201-5
Online ISBN: 978-3-030-62203-9
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)