More Women Peers Helps Women Succeed in STEM, NBER Finds

A recent National Bureau of Economic Research working paper finds that women enrolled in STEM doctoral programs are more likely to persist and to graduate on time when women comprise a greater share of their student peers.

USC Releases Report on Initiative for Improvement in STEM Learning Environments

A recent report from the University of Southern California’s Pullias Center for Higher Education summarizes the key findings from an AAU initiative guiding academic departments to use student-centered, evidence-based teaching as a way to improve undergraduate science, engineering, technology, and math (STEM) education

Study Finds Financial Aid Increases Likelihood of Qualified Students Pursuing STEM Degrees

A recent study published from the Hope Center for College, Community, and Justice suggested that a major factor in a student’s decision not to pursue a STEM degree may come from a lack of financial resources.

Climate, Mentoring, and Persistence Among Underrepresented STEM Doctoral Students

To ensure true equity and success for underrepresented students in STEM, institutional efforts to increase demographic diversity through recruitment must be accompanied by the creation of an inclusive environment where students can thrive.

National Academies Report Offers Recommendations for Combating Sexual Harassment in Science

A report by The National Academies Press titled Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine explores the direct impacts of sexual harassment in work and learning spaces and offers several recommendations to effect change.

Disconnections Between Research and Practice in STEM Education

An overarching goal of STEM education research is to identify how to improve STEM learning environments through the lenses of education and social science. To make this work most effectively, this research needs to be shared with individuals directly involved in teaching or managing STEM courses. Ahlam Lee of Xavier University discusses how to make this happen.

Report Recommends Needed Changes to STEM Graduate-Level Education

The National Academies of Science, Engineering, and Medicine recently released a report titled Graduate STEM Education for the 21st Century, which outlines several recommendations for necessary changes required to meet the needs of modern STEM students through a set of updated and student-centered CORE competencies and cultural shifts in what is valued in the academy.

UNC Chapel Hill Professor Uses Inclusive Teaching to Make Class More Fair

A University of North Carolina, Chapel Hill professor redesigned her class to help close achievement gaps between minority students and white students as well as first-generation students and continuing-generation students. Her method, inclusive teaching, was recently featured by The Chronicle of Higher Education and is taking off among her Chapel Hill colleagues and beyond.

STEM Climate for Students with Disabilities

More students with disabilities of all types are enrolling in postsecondary education institutions than ever before. Yet fewer of them persist to graduation relative to their peers without disabilities, and still fewer graduate with science, technology, engineering, or mathematics degrees. Rachel Friedensen, postdocotoral research associate at Iowa State University, examines this dilemma.

HBCUs, Black Women, and STEM Success

While HBCUs do their share of producing black graduates with STEM degrees, there is a greater need for equity throughout the education pipeline and in workforce hiring practices, writes Howard University’s Caroline Harper in the latest post in the series, “Campus Climate and STEM Success.”

Why Social Interactions Matter for Our Conversations About Campus Climates and STEM

Students’ social interactions and views of race and inequality are shaped by the climate on campus, which could explain some of the disparities in the STEM fields, writes W. Carson Byrd of the University of Louisville.

Addressing STEM Culture and Climate to Increase Diversity in STEM Disciplines

Despite millions of dollars in science diversity programs designed to shift patterns of representation in the STEM fields, minoritized populations continue to be underrepresented. The University of Maryland’s Kimberly Griffin looks at the need to attend to both STEM culture and institutional climate to cultivate more inclusive learning environments and increase diversity.