JOURNAL ARTICLE

Reducing Barriers to Women in Academic STEM Fields: Strategies for Institutional Transformation.

  • Published In: Transactions of the American Philosophical Society, 2025, v. 114, n. 4. P. 109 1 of 3

  • Database: Humanities Source Ultimate 2 of 3

  • Authored By: Doty, Heather; Andreasen, Robin; Vican, Shawna 3 of 3

Abstract

The article discusses the underrepresentation of women in academic STEM (science, technology, engineering, mathematics) fields in the United States and outlines strategies for institutional transformation to address this issue. Despite women earning over half of U.S. bachelor’s degrees, they represent only 27% of the STEM workforce and face various barriers, including lack of role models, mentoring, and structural support. The National Science Foundation's ADVANCE program, particularly its Institutional Transformation (NSF-IT) grants, aimed to improve gender equity by funding projects that address institutional policies and practices. The article highlights the importance of data-driven approaches and the need for ongoing support and adaptation of initiatives to sustain progress in promoting women's participation in STEM. [Extracted from the article]

Additional Information

  • Source:Transactions of the American Philosophical Society. 2025/12, Vol. 114, Issue 4, p109
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:00659746
  • DOI:10.1353/tap.2025.a977044
  • Accession Number:190321005
  • Copyright Statement:Copyright of Transactions of the American Philosophical Society is the property of University of Pennsylvania Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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