Title,Citation,Topic_area,Study_type,Study_evidence_rating,Outcome_effectiveness,Findings,Intervention_program,Topics,Target_population,Firm_characteristics,Geographic_setting,Original_publication_date,Original_publication_link,"Review Protocol"
"Accelerating change for women faculty of color in STEM: Policy, action, and collaboration","Institute for Women’s Policy Research. (2013). Accelerating change for women faculty of color in STEM: Policy, action, and collaboration. Washington, DC: Institute for Women’s Policy Research.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		This report highlighted a 2013 convening of stakeholders who discussed barriers to becoming successful STEM faculty for black, Hispanic, and Native American women, and strategies to overcome those barriers. The Institute for Women’s Policy Research organized the convening.
		The report was compiled from a series of conference sessions presented at the convening by about 50 experts from various academic, political, corporate, and community sectors. Session topics included the current status of women of color in STEM, areas of progress and nonprogress, and current initiatives to increase the representation of women of color in STEM faculty positions. Attendees provided recommendations for improvement.
		Conference representatives identified three main barriers to the advancement of minority female faculty: workplace climate policies that did not meet the needs of female faculty of color, a lack of multicultural perspectives, and a lack of embracement of diversity in academic departments. Health, financial, and family issues and obligations; high community service demands; and a lack of social support also created unique challenges for this population.
		Recommendations for improvement included raising awareness of underrepresentation of minority women in STEM faculty positions, monitoring and publicizing institutions’ progress on diversity in STEM faculty, and tailoring faculty mentoring programs or tools to effectively serve female faculty of color.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional, Black or African American, Hispanic of any race, American Indian or Alaska Native","Professional, scientific, and technical services","United States",2013,http://www.iwpr.org/publications/pubs/accelerating-change-for-women-faculty-of-…,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol"
"The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers","Phelps, M. (2012). The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of participating in technology-based three-dimensional hands-on activities on middle school girls’ interest in becoming an engineer or technologist. The activities took place at a 2006 Society of Women Engineers-sponsored event and included designing and constructing a vehicle and assembling an electrical circuit.
The author conducted statistical analyses to compare self-reported career interests of girls who participated in the hands-on activities and those who did not, as measured by a program-administered survey.
The study found that participation in the hands-on activities was positively related to increased interest in becoming an engineer or technologist.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the hands-on activities; other factors are likely to have contributed.","the Intervention","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female","Professional, scientific, and technical services","United States",2012,https://peer.asee.org/the-effects-of-hands-on-activities-on-middle-school-femal…,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol"
"Stemming inequality? Employment and pay of female and minority scientists and engineers in the federal and private sectors","Oh, S., & Lewis, G. (2011). Stemming inequality? Employment and pay of female and minority scientists and engineers in the federal and private sectors. Social Science Journal, 48(2), 397-403.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study investigated the relationships among sector (federal or private); science, technology, engineering, and mathematics (STEM) occupation; gender or racial minority status; and earnings to determine whether federal- or private-sector STEM positions offer the greatest financial opportunities for female and racial minority STEM professionals.
	The authors compared the earnings of male and female STEM and non-STEM public sector employees in 1983 and 2003 using a 1 percent sample of the Office of Personnel Management’s Central Personnel Data File. To compare public- and private-sector outcomes, the authors also analyzed a 5 percent sample of the 2000 U.S. Census, examining differences in STEM and non-STEM public and private employees’ salaries by gender and race.
	The study found that women in public sector STEM positions earned 7.2 percent less than men in comparable public sector positions in 1983 even after controlling for education, STEM field, tenure, age, and race. This gender pay gap disappeared in the 2003 sample.
	Race and gender pay disparities, measured as the average difference in pay between racial minorities or women and white men, are smaller in the federal than the private sector and for STEM relative to non-STEM occupations. For example, in 1999, black male federal STEM employees earned 8.3 percent less than white men, compared to a pay gap of 10.9 percent for black male private sector STEM employees. For black men in non-STEM occupations, the pay gap relative to white men was 11.1 percent in the public sector and 20.6 percent in the private sector.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Other barriers, Female, STEM professional","Professional, scientific, and technical services","United States",2011,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol"
"An analysis of the impact of affirmative action programs on self-employment in the construction industry.","Blanchflower, D.G., & Wainwright, J. (2005). An analysis of the impact of affirmative action programs on self-employment in the construction industry. Working paper no. 11793. Cambridge, MA: National Bureau of Economic Research.","Employer Compliance","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:


The study’s objective was to examine the impact of City of Richmond v. J.A. Croson Co. (referred to as the Croson decision) in 1989, which weakened affirmative action policies, on self-employment, with a focus on the construction industry, by race, ethnicity, and gender.
The study used a nonexperimental analyses to compare self-employment before and after the Croson decision. The authors used national data from the Current Population Survey (CPS) and the 2000 decennial U.S. Census.
The study found that gender disparities in self-employment rates have declined since the Croson decision in all industries, but have declined most in construction. In contrast, racial and ethnic disparities in self-employment have declined since the Croson decision in all industries except construction.
The quality of causal evidence presented in this study is low because the authors did not control for trends in self-employment or earnings before the Croson decision. This means we are not confident that the estimated effects are attributable to the Croson decision. Other factors are likely to have contributed.","City of Richmond v. J.A. Croson Co.","Affirmative action",Other,Construction,"United States",2005,http://www.nber.org/papers/w11793.pdf,"Employer Compliance Review Protocol"