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
"Encouraging evidence on a sector-focused advancement strategy","Hendra, R., Greenberg, D. H., Hamilton, G., Oppenheim, A. Pennington, A. Schaberg, K., and Tessler, B. L. (2016). Encouraging evidence on a sector-focused advancement strategy. New York: MDRC. [Per Scholas]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The study’s objective was to examine the impact of the WorkAdvance sectoral training program at the Per Scholas site on employment, earnings, and education and training from 2011 to 2015. The authors investigated similar research questions with three other sites, the profiles of which are available here.
	The study used a randomized controlled trial design to compare the treatment group, which was able to access the WorkAdvance program at the Per Scholas site, and the control group, which was not eligible for WorkAdvance services but could access other services in the community. The authors collected data from two sources: a follow-up survey and unemployment insurance (UI) wage and employment data.
	The study found that the program had a statistically significant impact on quarterly earnings in the second and third years after random assignment (based on UI data) and average weekly earnings in the second year after random assignment (based on survey data). The study also found that the program did not have a significant impact on most employment outcomes. Using survey data, the authors found that members of the WorkAdvance group were significantly more likely to have obtained a degree or credential and to have completed a skills training program two years after random assignment.
	The quality of the causal evidence is moderate for employment and earnings outcomes based on UI data because those outcomes were based on a randomized controlled trial in which the authors did not demonstrate that they accounted for change in the probability of random assignment, but the authors did account for existing differences between the treatment and control groups. The quality of the causal evidence is moderate for education and training outcomes from the follow-up survey because those outcomes were based on a randomized controlled trial in which many people did not complete the follow-up survey, but the authors did account for existing differences between the treatment and control groups. This means we are somewhat confident that the estimated effects are attributable to the WorkAdvance program at the Per Scholas site, but other factors might also have contributed.","the WorkAdvance sectoral training program","Work based and other occupational training","STEM professional, Low income",,"Urban, United States",2016,https://files.eric.ed.gov/fulltext/ED568395.pdf
"Exploring gender imbalance among STEM doctoral degree recipients (Issue brief)","Gillen, A., & Tanenbaum, C. (2014, September). Exploring gender imbalance among STEM doctoral degree recipients (Issue brief). Washington, DC: American Institutes for Research.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study’s main objective was to accurately identify the nature of gender imbalances in the receipt of science, technology, engineering, and mathematics (STEM) degrees, specifically isolating imbalances at the doctoral level.
	Using data from the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS), the authors calculated the ratio of women to men earning doctoral degrees by field, controlling for the number who completed an undergraduate degree in the same field (called “prepared” students).
	The study found that, overall, men are overrepresented in 76 percent of doctoral fields. This means that, after controlling for the number of students who complete an undergraduate degree in a given field, more men than women are completing doctoral degrees in the same field. However, there is slightly less gender imbalance of prepared students earning doctoral degrees in all STEM fields than in non-STEM fields, even though the absolute number of men receiving STEM doctoral degrees is higher.
	The authors suggest that because female undergraduate STEM majors persist from undergraduate to graduate levels at almost the same rate (90 percent as often) as men, gender imbalance must be addressed earlier in the academic pipeline to address overall disparities in the receipt of STEM doctoral degrees.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, Male, STEM professional",,"United States",2014,http://www.air.org/sites/default/files/downloads/report/STEM%20PhDs%20Gender%20…
"Exploring women engineering faculty’s mentoring networks","Long, Z., Buzzanell, P., Kokini, K., Wilson, R., Batra, J., & Anderson, L. (2013). Exploring women engineering faculty’s mentoring networks. Proceedings of the 2013 American Society for Engineering Education Annual Conference & Exposition, Washington, DC.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study described how women in academic STEM positions (compared with corporate environments) constructed their own mentoring networks; it also explored the mentoring configurations female academics preferred as support for their careers.
		The authors conducted in-depth semistructured interviews with seven female engineering faculty at a single large Midwestern university, creating detailed maps of the faculty members’ mentoring networks and evaluating the nature, importance, and perceived value of each connection.
		The study found that the female faculty were generally dissatisfied with formal mentoring relationships and instead sought mentors on their own. Faculty selected these informal mentors from among those with whom they had an existing relationship, such as a friend or co-committee member. Mentees selected multiple mentors with mixed backgrounds and characteristics to serve different purposes (for example, discussing work-life balance or career advancement) and mentees typically had at least one mentor outside of the department or university to discuss more confidential matters. Findings were generally consistent with mentor relationships in a corporate setting.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2013,http://www.asee.org/public/conferences/20/papers/6463/download
"STEM faculty and parental leave: Understanding an institution’s policy within a national policy context through structuration theory","Schimpf, C., Santiago, M., Hoegh, J., Banerjee, D., & Pawley, A. (2013). STEM faculty and parental leave: Understanding an institution’s policy within a national policy context through structuration theory. International Journal of Gender, Science and Technology, 5(2), 103-125.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This study summarized the role of various factors, both within and outside a university, in shaping use of the university’s parental leave policy.
	The authors conducted semistructured interviews in 2009–2010 with 10 science, technology, engineering and math (STEM) faculty members (7 women and 3 men) at a Midwestern university. The interviews aimed to study the barriers STEM faculty face in using the university’s parental leave policy. The authors analyzed these data using a variety of qualitative coding techniques.
	The study found that faculty under-used the university’s parental leave policy for several reasons. First, the opinions of their department chairs and their peers often shaped faculty’s willingness to take parental leave. If faculty felt that their department heads, fellow faculty members, laboratory personnel, and students were supportive of parental leave policies, they were more willing to participate, because they felt less pressure to maintain their typical teaching and research workload after having a child. Additionally, the authors suggested that both knowledge of the parental leave policy and understanding of what was covered, among both the faculty themselves and their supervisors and administrators, was important to ensure that the policy was applied correctly in each specific case.
	The study also noted that faculty saw limitations in the university’s policy because it did not cover professional obligations outside the school, including writing and revising journal articles or managing externally funded laboratory experiments.",,"Other employer services Science, Technology, Engineering, and Math (STEM) programs","STEM professional, Parent",,"United States",2013,
"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-…
"When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns","Smith, J., Lewis, K., Hawthorne, L., & Hodges, S. (2013). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality & Social Psychology Bulletin, 39(2), 131-143. [Study 3]","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 examined the effect of providing information about effort requirements to succeed in a fictitious male-dominated eco-psychology master’s program on female students’ attitudes toward their ability to succeed in this field.
The authors randomly assigned 48 female undergraduates to receive one of four verbal messages from an advisor about their ability to succeed in a fictitious master’s program in eco-psychology; the women also received a printed brochure distributed to all study groups. The messages varied in terms of emphasis placed on students’ ability versus level of effort. Specifically, three of the message groups conveyed that student success depended on (1) their natural ability (natural ability group), (2) putting in more effort than peers (more effort group), or (3) putting in the same high level of effort as peers (normal effort group). The advisors did not discuss effort requirements with the fourth group that served as a control group (the no information group). Students then immediately completed a questionnaire measuring self-doubt, perceived confidence, future interest in eco-psychology, and how well they thought they would fit into the program.
The study found that students in the normal effort group exhibited a significantly higher sense of academic belonging to and future interest in the eco-psychology program than the other three groups. They also had higher perceived competence compared with the more effort group and exhibited lower self-doubt than the no information and more effort groups.
The quality of causal evidence presented in this report is low because the authors did not include sufficient controls in their analysis to account for differences between each group, which is required of randomized controlled trials (RCTs) with high attrition. This means we are not confident that the estimated effects are attributable to the type of message the study participants received; other factors are likely to have contributed.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2013,
"When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns","Smith, J., Lewis, K., Hawthorne, L., & Hodges, S. (2013). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality & Social Psychology Bulletin, 39(2), 131-143. [Study 2]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Unfavorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of male-dominated marketing of a fictitious eco-psychology program on female students’ interest in pursuing the program.
Authors randomly assigned 49 female students in an introductory psychology course to receive a brochure about a fictitious one-year master’s program in eco-psychology that was presented as either male-dominated or gender-neutral. Students were then asked to rate their motivation to enroll in the program.
The study found that female students who read the male-dominated brochure displayed statistically significantly lower interest in pursuing the program than those in the gender-neutral group.
The quality of causal evidence presented in this report is low because the authors did not include sufficient controls in their analysis to account for differences between the treatment and comparison groups. This means we are not confident that the estimated effects are attributable to type of brochure reviewed; other factors are likely to have contributed.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2013,
"Why academic STEM mothers feel they have to work harder than others on the job","Kmec, J. (2013a). Why academic STEM mothers feel they have to work harder than others on the job. International Journal of Gender, Science, & Technology, 5(2), 80-101.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This report analyzed faculty members’ perceptions of how hard they have to work at their job based on their sex and parental status, specifically in the context of science, technology, engineering, and mathematics (STEM) disciplines that are typically characterized by a masculine work culture. The objective was to contribute to the knowledge base on gender issues in academic professions and the specific challenges that working mothers in STEM fields face.
	The study used data from the 2011 Faculty Caregiving and Workplace and Culture survey administered online to about 300 tenure-line faculty members in all disciplines at a large public U.S. university. The author conducted regression analyses to estimate the link between faculty members’ sex, parental status, academic discipline, and their level of agreement with the statement, “My job requires me to work very hard.” The regression controlled for several factors that might affect faculty members’ perceptions of how hard they have to work at their job, such as length of time at current institution, academic rank, perceived job demand levels, feelings of being valued, marital status, age of children, household/family responsibilities, and degree to which household responsibilities are perceived to affect job performance.
	The study found that mothers in STEM fields were more likely to strongly agree that they have to work very hard at their job, compared to fathers in both STEM and non-STEM fields and mothers in non-STEM fields, after controlling for a number of factors related to perceptions of effort required. Specifically, fathers in STEM and non-STEM fields were 84 percent and 92 percent less likely, respectively, to strongly agree that they have to work very hard at their job than mothers in STEM fields. Similarly, mothers in non-STEM fields were about 81 percent less likely than mothers in STEM fields to agree that they have to work very hard at their job.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, Male, STEM professional, Parent",,"United States",2013,
"Hardhats, boots and goggles revisited: STEM career development for the 21st century","Conley, A., McMillan, S., & Tovar, L. (2013). Hardhats, boots and goggles revisited: STEM career development for the 21st century. Career Planning & Adult Development Journal, 29(2), 81-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The article discussed how career counselors can use social cognitive career theory (SCCT), a theory that one’s background and characteristics influence self-efficacy and ultimately career choice, to better engage and support underrepresented (minority and female) people in STEM careers.
	The authors used the SCCT framework to provide advice for how to increase minority participation in STEM, including how career counselors can use it to expand vocational interests to include STEM careers, clarify career goals, strenthen clients’ self-efficacy (with which STEM underrepresented minority groups often struggle), explore and manage existing discrimination, and build support systems. The article provided an in-depth example of how a career counselor might apply these SCCT techniques to a high school student.
	The authors concluded that SCCT is a useful tool to encourage underrepresented populations to pursue STEM careers, as it specifically takes into account societal barriers that these individuals face. A list of 16 recommended online career development resources that align with SCCT principles was provided.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs Preventing discrimination","Education professional",,"United States",2013,
"Perfectionism moderates stereotype threat effects on STEM majors’ academic performance","Rice, K., Lopez, F., Richardson, C., & Stinson, J. (2013). Perfectionism moderates stereotype threat effects on STEM majors’ academic performance. Journal of Counseling Psychology, 60(2), 287-293.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of “stereotype threat priming” on students’ grades in postsecondary science, technology, engineering, and mathematics (STEM) courses and on self-reported feelings of self-efficacy in science. The authors argued that women and racial minorities perform worse in certain fields, such as STEM, when they feel threatened by stereotypes implying that their gender or race makes them inferior to their male or white peers. For this study, the authors primed treatment students to think about their gender, race, and ethnicity before completing a survey to measure self-efficacy in science. This priming was intended to make feelings of stereotype threat more acute.
The study randomly assigned students majoring in a STEM field to either the treatment group, which received stereotype threat priming before taking the survey, or the control group, which took the same survey but did not receive stereotype threat priming. The authors collected data from an author-generated online survey on feelings of self-efficacy and from academic records for course grades.
The study found that the stereotype threat priming had no significant effects by gender when comparing outcomes for the treatment and control groups.
The quality of causal evidence presented in this report is low because this is a randomized controlled trial with unknown attrition, and the authors did not control for background characteristics likely to affect the outcomes of interest. This means we are not confident that the estimated effects would have been attributable to stereotype threat priming; other factors are likely to have contributed.","the Evaluation of Stereotype Threat Priming","Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Other barriers, Female, STEM professional",,"United States",2013,
"The impact of career mentoring and psychosocial mentoring on affective organizational commitment, job involvement, and turnover intention","Craig, C. A., Allen, M. W., Reid, M. F., Riemenschneider, C. K., & Armstrong, D. J. (2013). The impact of career mentoring and psychosocial mentoring on affective organizational commitment, job involvement, and turnover intention. Administration & Society, 45(8), 949–973. doi:10.1177/0095399712451885","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Mixed impacts
      
    
  
              


      
            Employment","Summary:

	This study examines the relationship between mentoring and employees’ employment outcomes. Specifically, the study examines the relationship between psychosocial mentoring and turnover intention.
	The authors used a statistical model in a nonexperimental analysis to determine the relationship between mentoring and employment outcomes using data from a convenience sample of information technology (IT) staff in one state agency of a state located in the south-central region of the United States.
	The study found a statistically significant favorable relationship between one type of mentoring, psychosocial mentoring, and turnover intention. In other words, if a respondent reported participating in psychosocial mentoring, they tended to be less likely to intend to leave the job. There was no statistically significant relationship between the other type of mentoring in the study, career mentoring, and turnover intention.
	The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before the intervention. This means we are not confident that the estimated relationships are attributable to psychosocial mentoring; other factors are likely to have contributed.",,Mentoring,"STEM professional","Professional, scientific, and technical services","United States",2013,https://journals.sagepub.com/doi/10.1177/0095399712451885
"Not lack of ability but more choice: Individual and gender differences in choice of careers in science, technology, engineering, and mathematics","Wang, M., Eccles, J., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choice of careers in science, technology, engineering, and mathematics. Psychological Science, 24(5), 770-775.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This paper examined whether people with high math and verbal abilities were more likely to work in STEM occupations at the age of 33 compared with people with high math but only moderate verbal abilities. The authors also considered whether employment in STEM occupations varied by gender.
	The authors surveyed 1,490 people drawn from a national longitudinal study in the United States—once in 1992 when the respondents were in 12th grade and again in 2007 when the respondents were 33 years old—to ask about occupation type. They also collected math and verbal Scholastic Assessment Test (SAT) scores for these people, as well as the number of high school mathematics courses taken and parental reports of parental education and family income. The authors used regression analyses of longitudinal survey data and other descriptive statistical techniques.
	The study found that students’ high school math and verbal abilities predicted whether they worked in a STEM field at age 33. Of those with moderate verbal and high math abilities, 49 percent worked in a STEM job at age 33, whereas only 34 percent of those with both high verbal and math abilities worked in a STEM job. Though more women were in the high math and high verbal abilities group than men, the likelihood of someone with both high math and verbal abilities choosing to work in a STEM occupation did not vary by gender but did vary by the individual’s self-perception on abilities in math in 12th grade.
	The authors argued that people with high math and high verbal abilities could find a wider variety of jobs that fit their skill sets, which might explain why fewer of those in this group pursued STEM careers than those with high math but moderate verbal abilities.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, Male, STEM professional",,"United States",2013,
"Gender and career outcomes of U.S. engineers","Frehill, L. (2012). Gender and career outcomes of U.S. engineers. International Journal of Gender, Science and Technology, 4(2), 149-166.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This study addressed two research questions concerning the retention rates of engineers in the United States: whether more women leave the engineering field because of family-related concerns than men and whether more women than men move into managerial work.
	The author analyzed data from the National Science Foundation’s public use Science and Engineering Statistical Data System (SESTAT) for 2006. SESTAT includes three surveys: the National Survey of College Graduates, the National Survey of Recent College Graduates, and the Survey of Doctorate Recipients. The study sample was 17,004 people.
	The study found that the retention rate for women in the engineering field was 70 percent, compared with 86 percent retention for men, and more women cited family-related issues as a reason for departure than did men. However, family-related issues were not the main reason for leaving the engineering field for either gender—female respondents noted a change in career or professional interests as their main reason for departure, whereas a lack of pay or promotion opportunities were the main reasons cited by men.
	The study also found that women engineers were less likely to currently hold management positions compared with male respondents. For example, 49 percent of male respondents indicated that they supervised employees in their current position, compared with 33 percent of female respondents.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, Male, STEM professional",,"United States",2012,
"Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion","Kniola, D., Chang, M., & Olsen, D. (2012). Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion. Higher Education, 63(4), 473–495. doi:10.1007/s10734-011-9453-8","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to determine whether universities participating in Transformative Graduate Education Programs (TGPs) conferred a greater number of science, technology, engineering, and mathematics (STEM) doctoral degrees, particularly to women and underrepresented candidates of color. The study also examined whether TGPs resulted in a greater number of non-STEM doctoral degrees, but that is not the focus of this review.
The authors analyzed data from the Integrated Postsecondary Education Data System to estimate the impact of a university’s participation in one of seven TGPs during the 2003–2005 period, controlling for institutional characteristics.
The study found that TGPs were associated with a higher number of doctoral degrees awarded in STEM fields to women across all institutions.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to universities’ participation in TGPs. Other factors are likely to have contributed.","Transformative Graduate Education Programs (TGPs)","Science, Technology, Engineering, and Math (STEM) programs","Other barriers, Female, STEM professional",,"United States",2012,
"Recruitment strategies for gender equity: Lessons from cohort 1 and cohort 2 advance institutions","Zajicek, A., Morimoto, S., Terdalkar, A., Hunt, V., Rencis, J., & Lisnic, R. (2011). Recruitment strategies for gender equity: Lessons from cohort 1 and cohort 2 advance institutions. 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","Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:


The study’s objective was to evaluate the effectiveness of the ADVANCE institutional transformation program (ADVANCE-IT), sponsored by the National Science Foundation (NSF), on the recruitment of female engineering faculty at participating U.S. colleges and universities.
The authors used program implementation and outcome data obtained from seven participating colleges and universities to compare the number of female engineering faculty before and after institutions participated in the intervention.
The study found no statistically significant relationships between participation in the ADVANCE-IT program and the number of female assistant professors at those institutions.
The quality of causal evidence presented in this study is low because the authors conducted no tests of statistical significance and did not observe outcomes for multiple periods before the intervention. This means we are not confident that the estimated effects would have been attributable to the ADVANCE-IT program; other factors are likely to have contributed.","NSF’s ADVANCE-IT Program","Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional",,"United States",2011,http://www.asee.org/file_server/papers/attachment/file/0001/1532/Recruitment_St…
"Sex differences in application, success, and funding rates for NIH extramural programs","Pohlhaus, J.R., Jiang, H., Wagner, R.M., Schaffer, W.T., & Pinn, V.W. (2011). Sex differences in application, success, and funding rates for NIH extramural programs. Academic Medicine, 86(6), 759-767.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study's objective was to analyze gender differences in the award of National Institutes of Health (NIH) extramural grants in the 2008 fiscal year. This research was intended to inform efforts to improve diversity in award funding.
	Using data from the NIH Information for Management, Planning, Analysis, and Coordination electronic Research Administration database, the authors conducted cross-sectional analyses of funding rates (the percentage of applicants who received funding) and success rates (the percentage of reviewed grant applications that received funding), by career stage (early, mid, and senior) and by gender. The authors also conducted analyses specific to the prestigious R01 award—the only award not intended for a specific career stage—including a longitudinal analysis of researchers transitioning to R01 awards or applying for renewal of R01 awards.
	Overall, women tended to be as likely as men to receive NIH research and training awards in 2008, and applied for and received similar award amounts. In the R01 program, women had a similar success rate as men but a lower funding rate, which seemed to be caused by a lower rate of award among experienced applicants submitting proposals for award renewal. The longitudinal analysis confirmed that women were less likely than men to apply and receive funding for new or renewal R01 awards. Finally, fewer older women applied for and received funding, and recipients of multiple awards were more likely to be men. The authors suggest that these findings are consistent with national data showing fewer older women work in the field and are employed in senior positions.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","STEM professional",,"United States",2011,
"Gender Equity in Science and Engineering: Advancing Change in Higher Education","Bilimoria, D., & Liang, X. (2011). Gender Equity in Science and Engineering: Advancing Change in Higher Education. New York: Routledge.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to evaluate the effectiveness of the ADVANCE institutional transformation program (ADVANCE-IT) sponsored by the National Science Foundation (NSF) in advancing women’s representation among science, technology, engineering, and mathematics (STEM) faculty in U.S. colleges and universities.
The authors used program implementation and outcome data obtained from 19 participating colleges and universities to examine program initiatives, actions, and outcomes of ADVANCE-IT institutions. The analysis of interest in this review compared the changes in proportions of female STEM faculty in institutions that were implementing ADVANCE-IT programs to national reference groups over the course of the program period, by faculty rank and by type of institution.
The study found that the ADVANCE-IT program was effective in increasing the number of female STEM faculty at all ranks in four-year colleges and research universities.
The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to the ADVANCE-IT program. Other factors are likely to have contributed.","the ADVANCE Program","Other disparities or discrimination in employment and earnings Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2011,
"Evolution of a faculty mentoring program for STEM women","Nemiro, J., Hacker, B., Tucker, S., Ferrel, M., Prall, D., & Dejonghe, E. (2011). Evolution of a faculty mentoring program for STEM women. International Journal of Gender, Science and Technology, 3(3), 644-658.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This case study described implementation of a STEM mentoring program for female faculty at a polytechnic institution, including sucesses, challenges, and lessons learned.
	After each of three phases of program implementation, study authors administered participant surveys to capture satisfaction and usefulness of the program. They also accessed administrative data on current employment status of female STEM faculty at the institution.
	The surveys reflected that 80 percent of participants were satisfied with the program, finding it valuable for networking with colleagues, accessing department or college resources, and gaining advice on teaching strategies and achieving a work/life balance.
	A preliminary look at teacher retention showed program participants staying at the college at a higher rate than female STEM faculty who did not participate in the mentoring program.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2011,
"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,
"Removing the barriers to full professor: A mentoring program for associate professors","Buch, K., Huet, Y., Rorrer, A., & Roberson, L. (2011). Removing the barriers to full professor: A mentoring program for associate professors. Change: The Magazine of Higher Learning, 43(6), 38-45.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The objective of the study was to develop and assess a program to facilitate associate professors’ promotion to full professor, paying particular attention to female associate professors in STEM disciplines.
		The authors initiated the study in 2008 with a comprehensive needs assessment of University of North Carolina-Charlotte associate professors’ attitudes toward and perceptions of the promotion process. Based on the responses, they developed a series of peer and vertical mentoring programs, including a program focused on female associate professors in STEM disciplines. Two years after launching the needs assessment, the authors administered a follow-up survey to gauge the program’s progress.
		The initial needs assessment found substantial gender differences in associate professors’ perceptions of the promotion process. Women were significantly more likely than men to believe that departmental standards for promotion were unclear, that their department chair did not provide career support or guidance, and that factors such as race and gender would influence the promotion process.
		Responses to the follow-up survey marked a significant increase in the proportion of associate professors reporting having a mentor and lessening of gender disparities regarding perceptions of the promotion process. Those who indicated that they had a mentor were significantly more likely than those who did not to perceive incentives for promotion and to believe that promotion criteria were clear.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional",,"United States",2011,
"Establishing the foundation for future organizational reform and transformation at a large private university to expand the representation of women faculty","Bailey, M., Marchetti, C., DeBartolo, E., Mozrall, J., Williams, G., Baum, S., & LaLonde, S. (2011). Establishing the foundation for future organizational reform and transformation at a large private university to expand the representation of women faculty. Proceedings of the 2011 American Society for Engineering Education Annual Conference & Exposition, Washington, DC.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		This paper described the ADVANCE IT-Catalyst study that examined the barriers facing female STEM faculty members at six Rochester Institute of Technology (RIT) colleges, compared with men at RIT and women at similar universities. The research examined faculty rank, tenure, career track, leadership opportunities, and salary, and aimed to inform RIT’s efforts to recruit, retain, and advance female STEM faculty.
		The authors used institutional records from 2004 to 2010 to measure trends in recruitment, retention, advancement, and compensation, by faculty gender. A career-life survey administered to gather information on STEM faculty’s teaching and research experiences, including career satisfaction and work-life balance, complemented the institutional data. The authors tested for statistically significant differences in responses between men and women. Finally, the study benchmarked university policies and survey results against policies and survey results at other similar universities.
		In terms of retention, the study found that female faculty hired from 2002 to 2009 were twice as likely to have left RIT by 2010 than male faculty and, overall, the institution had a significantly lower percentage of female science and engineering tenured and tenure-track faculty in 2010 than the national average.
		In terms of leadership advancement and salary, the percentage of STEM leadership positions held by women in 2010 was proportional to the percentage of STEM faculty who were women. The study found that salary adjustments made by the university during the study period reduced the salary gap for female assistant and associate professors, but actually increased the gap for full professors. In the survey, women reported having to exert more effort and make more personal sacrifices to advance their careers than men, though most women felt that the tenure process was fair. Finally, the benchmarking study of policies and benefits found that RIT lagged behind other universities in terms of tenure clock extension, mentoring, and maternity leave.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional",,"United States",2011,http://www.asee.org/public/conferences/1/papers/2271/download
"Mothers of invention: Gender, motherhood, and new dimensions of productivity in the science profession","Whittington, K. (2011). Mothers of invention: Gender, motherhood, and new dimensions of productivity in the science profession. Work and Occupations, 38(3), 417-456.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to determine whether women, specifically mothers, in STEM academic or industry jobs were less likely to participate in the patenting process than fathers and childless men in the same field. In addition, the study sought to examine whether previous experience with patenting reduced gender or motherhood inequalities in patenting participation.
		The study analyzed survey data from the April 1995 and April 2001 waves of the Survey of Doctorate Recipients, a longitudinal study of research doctorates conducted by the National Science Foundation. The author restricted the sample to scientists in four-year colleges and in business or industry who worked in computer and mathematical sciences, life sciences, physical sciences, and engineering; were active in applied and basic research, development, or design; and worked full time. Respondents were asked if they had been named as an inventor on a U.S. patent application in the past five or six years. The author estimated logistic regression models to determine whether females, and specifically mothers, were less likely to have received a patent in the past five or six years. The author also conducted additional analyses to determine if previous experience with patenting affected patenting participation.
		The study found that in academia, among those surveyed at both rounds, mothers were no less likely to patent than males, including fathers, or childless females after controlling for prior patenting experience. In industry, among those surveyed in both rounds, married, childless women were less likely to patent than childless women, even after controlling for prior patenting experience. The authors estimated numerous other models that found mixed effects of gender, marital status, and parenthood on the likelihood of scientists participating in patenting activities.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional, Parent",,"United States",2011,
"Women in STEM: A gender gap to innovation","Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. (2011). Women in STEM: A gender gap to innovation. Washington, DC: Economics and Statistics Administration, U.S. Department of Commerce.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		This issue brief highlighted the 2009 gender gap in STEM degrees, jobs, and earnings in the United States.
		The authors used data from the 2009 U.S. Census Bureau’s American Community Survey to examine how educational attainment, wages, and participation in STEM occupations differed by gender. Regression analyses that controlled for factors such as age, educational attainment, and region, were used to compare differences in STEM earnings and wage gaps.
		The authors found that women continued to be underrepresented in STEM degrees and jobs, but there were reasons to encourage women to pursue STEM: the gap in STEM jobs between women and men decreased as educational attainment increased; there was a 7 percent smaller gender gap in hourly earnings for STEM jobs over non-STEM jobs (14 percent smaller in engineering jobs); women held a disproportionally small number of STEM degrees compared with men; and 14 percent fewer women than men with STEM undergraduate degrees ended up in STEM jobs.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","STEM professional",,"United States",2011,http://templatelab.com/women-in-stem-a-gap-to-innovation/
"Underneath it all: Gender role identification and women chemists’ career choices","Grunert, M., & Bodner, G. (2011). Underneath it all: Gender role identification and women chemists’ career choices. Science Education International, 22(4), 292-301.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This study examined the career perspectives and decisions of women earning doctorates in chemistry in the United States. Specifically, the study looked at the factors women considered when making career decisions, their perceptions of different careers, and the factors that motivated their career choices.
	The researchers conducted three interviews with each of 10 participants at two large research universities in the Midwest. All participants were one or two years away from completing their doctorate in chemistry. The study analyzed the data collected to develop a career decision-making model for women in chemistry doctorate programs.
	The study found that most participants made career decisions based on their perceptions of the lifestyle required to be successful. Most participants believed that a tenure-track position in a chemistry department was at odds with the traditional female role of primary caretaker in the home. Both single and married women believed that pursuing a research-intensive career would require sacrificing time with family and delaying having children, whereas the sole lesbian participant stated that she did not feel confined to a traditional female family role and was not opposed to the heavy work requirement of a tenure-track university position.
	The study also found that women perceived female faculty in their departments to exhibit masculine traits, and believed that it would be necessary to adopt a more masculine personality to be respected and successful in a chemistry department.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2011,
"The Effectiveness of Institutional Intervention on Minimizing Demographic Inertia and Improving the Representation of Women Faculty in Higher Education","Bakian, A.V., & Sullivan, K.A. (2010). The Effectiveness of Institutional Intervention on Minimizing Demographic Inertia and Improving the Representation of Women Faculty in Higher Education. International Journal of Gender, Science and Technology, 2(2), 207-234.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

This study’s objective was to examine the effect of the ADVANCE program sponsored by the National Science Foundation (NSF) on women’s representation among tenured and tenure-track faculty.
The study took place at one unnamed research university. The authors compared the transition probabilities (that is, the probabilities of being hired, retained, or promoted) for men and women, before and during the period ADVANCE was in effect.
The study found that the ADVANCE program enhanced women’s representation among faculty in science and engineering departments.
The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to the ADVANCE program. Other factors are likely to have contributed.","the ADVANCE Program","Other disparities or discrimination in employment and earnings Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2010,
"Using appreciative inquiry as a tool to instigate transformational change in recruiting and developing women faculty in STEM disciplines","Nemiro, J., Hacker, B., Ferrel, M., & Guthrie, R. (2009). Using appreciative inquiry as a tool to instigate transformational change in recruiting and developing women faculty in STEM disciplines. International Journal of Gender, Science and Technology, 1(1), 5-35.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The authors’ main objective was to develop recommendations for recruiting and developing female faculty in STEM disciplines.
	The authors conducted a series of eight focus groups with science and engineering faculty at a university in the United States to discuss what the organization currently did well and what it could do well in the future, and drew out common themes across the discussions.
	The authors recommended the following best practices for institutions to better recruit female faculty in STEM: (1) create clear and transparent job postings; (2) promote the benefits that the department, university, and community have to offer potential candidates; and (3) actively recruit candidates (for example, by developing relationships with universities and pursuing candidates before they apply for a position).
	The authors also suggested best practices for developing female faculty, including training staff at all levels on the cognitive biases against women, creating within-organization mentoring and networking opportunities for female faculty in STEM, developing family-friendly policies such as leave and flexible schedules, allotting time and funding for professional development, and actively developing women for leadership positions.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2009,
"Employee development, commitment, and intention to turnover: A test of “employability” policies in action","Benson, G.S. (2006). Employee development, commitment, and intention to turnover: A test of “employability” policies in action. Human Resource Management Journal, 16(2), 173–192.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the relationship between employees’ intent to leave (that is, employees’ stated intentions to leave the firm in the next year) and their participation in on-the-job training and company-sponsored training classes.
The author used a statistical model to examine the association between employees’ participation in on-the-job and company-sponsored training classes and their intention to leave the firm in the next year, using data from an employee survey.
The study found that participation in on-the-job training was associated with a reduction in employees’ intent to leave, but there was no significant relationship between participation in company sponsored training and intent to turnover.
The quality of causal evidence presented in this report is low because the author did not ensure that groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the work-based training; other factors are likely to have contributed.","the on-the-job training","Work based and other occupational training","Employed, STEM professional","Professional, scientific, and technical services","United States",2006,https://doi.org/10.1111/j.1748-8583.2006.00011.x