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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Page 122
Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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Suggested Citation:"References." National Research Council. 2006. To Recruit and Advance: Women Students and Faculty in Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/11624.
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118 References Adelman, C. 1998. Women and Men of the Engineering Path: A Model for Analysis of Undergraduate Careers. Office of Educational Research and Improvement, U.S. De- partment of Education. Washington, D.C.: Government Printing Office. Amenkhienan, C. A., and L. R. Kogan. 2004. Engineering students’ perceptions of academic activities and support services: Factors that influence their academic performance. Col- lege Student Journal 38:4. Andruskiw, O., and N. J. Howes. 1980. Dispelling a myth: That stereotypic attitudes influ- ence evaluations of women as administrators in higher education. Journal of Higher Education 51(5):475–496. Anonymous. 1998. A ten-point checklist for assessing presidential commitment to diversity. Black Issues in Higher Education 15(20):30. Anonymous. 2003. University of Nebraska increases women, minority hiring, but still falls short of goal. Black Issues in Higher Education 19(25):9. Anonymous. 2005. Princeton, Smith College partner to increase women in engineering. Black Issues in Higher Education 21(25):12. Ash, A. S., P. L. Carr, R. Goldstein, and R. H. Friedman. 2004. Compensation and advance- ment of women in academic medicine: Is there equity? Annals of Internal Medicine 141(3):205–212. Astin, H. S., and C. M. Cress. 2003. A national profile of academic women in research universities. Pp. 53–88 in Equal Rites, Unequal Outcomes: Women in American Re- search Universities. L. S. Hornig, ed. New York: Kluwer Academic/Plenum Publish- ers. August, L., and J. Waltman. 2004. Culture, climate, and contribution: Career satisfaction among female faculty. Research in Higher Education 45(2):177–192. Babcock, L., and S. Laschever. 2003. Women Don’t Ask: Negotiation and the Gender Di- vide. Princeton, N.J.: Princeton University Press. Basinger, J. 2001. Struggling for a balanced life as a president. Chronicle of Higher Educa- tion, April 27. Basinger, J. 2002. Casting a wider net. Chronicle of Higher Education, December 13.

REFERENCES 119 Berkner, L., S. He, and E. F. Cataldi. 2002. Descriptive Summary of 1995–96 Beginning Postsecondary Students: Six Years Later (NCES 2003–151). National Center for Educa- tion Statistics, U.S. Department of Education. Washington, D.C.: Government Printing Office. Bhattacharjee, Y. 2004. Family matters: Stopping tenure clock may not be enough. Science 306(5704):2031, 2033. Black, H. 1999. Living and studying together. The Scientist 13(23):6. Blum, D. E. 1990. 165 female college presidents ‘honor progress, connect with each other,’ and commiserate. Chronicle of Higher Education, December 19. Blum, L. 2001. Transforming the culture of computing at Carnegie Mellon. Available at http://www-2.cs.cmu.edu/~lblum/PAPERS/TransformingTheCulture.pdf. Accessed April 6, 2005. Boyle, P., and B. Boice. 1998. Best practices for enculturation: Collegiality, mentoring, and structure. New Directions in Higher Education 101(spring):87–94. Bozeman, S. T., and R. J. Hughes. 2004. Improving the graduate school experience for women in mathematics: The EDGE Program. Journal of Women and Minorities in Science and Engineering 10:243–253. Brainard, J. 2005. Postdoctoral researchers value structured training over pay, survey says. Chronicle of Higher Education, April 15. Brown, G., C. Van Ummersen, and J. Sturnick. 2001a. Breaking the Barriers: Presidential Strategies for Enhancing Career Mobility. Washington, D.C.: American Council on Education. Brown, G., C. Van Ummersen, and J. Sturnick. 2001b. From Where We Sit: Women’s Per- spectives on the Presidency. Washington, D.C.: American Council on Education. Brown, G., C. Van Ummersen, and J. Sturnick. 2002. Breaking the Barriers: A Guidebook of Strategies. Washington, D.C.: American Council on Education. Busch-Vishniac, I., and J. Jarosz. 2004. Can diversity in the undergraduate engineering popu- lation be enhanced through curricular change. Journal of Women and Minorities in Science and Engineering 10:255–281. Carr, P. L., A. S. Ash, R. H. Friedman, L. Szalacha, R. C. Barnett, A. Palepu, and M. M. Moskowitz. 2000. Faculty perceptions of gender discrimination and sexual harassment in academic medicine. Annals of Internal Medicine 132(11):889–896. Chacon, P., and H. Soto-Johnson. 2003. Encouraging young women to stay in the math- ematics pipeline: Mathematics camps for young women. School Science and Math- ematics 103(6):274–284. College Board. 2005. Advanced Placement Report to the Nation. New York: College Board. Committee on Graduate Education, Association of American Universities (AAU). 1998. Re- port and Recommendations. Washington, D.C.: AAU. Available at http://www.aau. edu/reports/GradEdRpt.html. Accessed April 7, 2005. COSEPUP (Committee on Science, Engineering, and Public Policy). 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Wash- ington, D.C.: National Academy Press. COSEPUP. 2000. Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies. Washington, D.C.: National Academy Press. Cuny, J., and W. Aspray. 2001. Recruitment and Retention of Women Graduate Students in Computer Science and Engineering. Washington, D.C.: Computing Research Associa- tion. Davis, G. 2005. Doctors without orders: Highlights of the Sigma Xi postdoc survey. Ameri- can Scientist (Special Supplement) 93(3):1–13. Available at http://postdoc.sigmaxi. org/results/. Accessed March 3, 2006.

120 TO RECRUIT AND ADVANCE WOMEN STUDENTS AND FACULTY Denecke, D. D. 2004. Ph.D. completion headlines. CGS Communicator 37(1):1, 4, 7. Dowdall, J. 2004. The right search committee. Chronicle of Higher Education, July 30. Etzkowitz, H., C. Kemelgor, M. Neuschatz, B. Uzzi, and J. Alonzo. 1994. The paradox of critical mass for women in science. Science 266(5182):51–54. Farrell, E. F. 2002. Engineering a warmer welcome for female students. Chronicle of Higher Education, February 22. Ferreira, M. M. 2003. Gender issues related to graduate student attrition in two science departments. International Journal of Science Education 25(8):969–989. Ferrer de Valero, Y. 2001. Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. Journal of Higher Education 72(3):341–367. Fisher, A., and J. Margolis. 2002. Unlocking the Clubhouse: Women in Computing. Cam- bridge, Mass.: MIT Press. Fogg, P. 2003a. So many committees, so little time. Chronicle of Higher Education 50(17):A14. Fogg, P. 2003b. The gap that won’t go away: Women continue to lag behind men in pay; the reasons may have little to do with gender bias. Chronicle of Higher Education, April 18. Fogg, P. 2004. U. of Colorado fires longtime professor for sexually harassing students. Chronicle of Higher Education, April 30. Fox, M. F. 2001. Women, science, and academia: Graduate education and careers. Gender and Society 15(5):654–666. Freeman, C. E. 2004. Trends in educational equity of girls and women: 2004. NCES 2005- 016. National Center for Education Statistics, U.S. Department of Education. Washing- ton, D.C.: Government Printing Office. Fried, L. P., C. A. Francomano, S. M. MacDonald, E. M. Wagner, E. J. Stokes, K. M. Carbone, W. B. Bias, M. M. Newman, and J. D. Stobo. 1996. Career development for women in academic medicine: Multiple interventions in a department of medicine. JAMA 276(11): 898–905. Fry, C., and S. Allgood. 2002. The effect of female student participation in the Society of Women Engineers on retention: A study at Baylor University. Paper presented at the 32nd ASEE/IEEE Frontiers in Education Conference, FRC-15, Boston, November 6–9, 2002. Gibbons, M. 2003. Engineering on the rise. In 2002 Profiles of Engineering and Engineering Technology Colleges. Washington, D.C.: American Society for Engineering Education. Gibbons, M. 2004. A new look at engineering. Statistics from 2003 edition of the Profiles of Engineering and Engineering Technology Colleges. Available at http://www.asee. org/about/publications/profiles/upload/2003engprofile.pdf. Accessed August 2, 2004. Ginther, D. 2001. Does science discriminate against women? Evidence from academia, 1973– 97. Federal Reserve Bank of Atlanta Working Paper 2001-02. Ginther, D. 2004. Why women earn less: Economic explanations for the gender salary gap in science. AWIS Magazine 33(1):6–10. Ginther, D., and S. Kahn. 2006. Does Science Promote Women? Evidence from Academia 1973-2001. Unpublished manuscript, February 17. Golde, C. M. 1998. Beginning graduate school: Explaining first-year doctoral attrition. New Directions for Higher Education 101:55–64. Golde, C. M. 2000. Should I stay or should I go? Student descriptions of the doctoral attri- tion process. Review of Higher Education 23(2):199–227. Gonzalez, C. 2001. Undergraduate Research, Graduate Mentoring, and the University’s Mission. Science 293(5535):1624–1626.

REFERENCES 121 Haro, R. P. 1991. Women continue to be ignored for presidencies (letter to the editor). New York Times, December 4. Holmen, B. A., and L. Aultman-Hall. 2005. Women in Engineering Leadership Summit: Conference Overview and Summary. May 3–5, 2004, Storrs, Conn. Available at http: //www.weli.eng.iastate.edu/Documents/Leadership%20Summit_Conn/Summit%20 White%20Paper%20Publication_w_Covers.pdf. Accessed April 20, 2005. Ivie, R. 2004. Women physics and astronomy faculty. Presentation at meeting of Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty, National Academies, Washington, D.C., January 29, 2004. Kerber, L. K. 2005. We must make the academic workplace more humane and equitable. Chronicle of Higher Education, March 18. Kinkead, J. 2003. Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning 93:5–18. Kirkman, E., J. Maxwell, and K. R. Priestley. 2003. 2002 annual survey of the mathematical sciences (third report). Notices of the AMS, September 2003, 925–935. Knight, M. T., and C. M. Cunningham. 2004. Building a structure of support: An inside look at the structure of women in engineering programs. Journal of Women and Minorities in Science and Engineering 10:1–20. Kreeger, K. 2004. Healthy limits. Nature (January 8):178–179. Kulis, S., and D. Sicotte. 2002. Women scientists in academia: Geographically constrained to big cities, college clusters, or the coasts? Research in Higher Education 43(1):1–30. Lancy, D. F. 2003. What one faculty member does to promote undergraduate research. New Directions for Teaching and Learning 93:87–92. Landrum, R. E., and M. A. Clump. 2004. Departmental search committees and the evalua- tion of faculty applicants. Teaching of Psychology 31(1):12–17. Lau, L. K. 2003. Institutional factors affecting student retention. Education 124(1):126–136. Lawler, A. 1999. Tenured women battle to make it less lonely at the top. Science 286:1272– 1278. Lively, K. 2000a. Female provosts weight many factors in deciding whether to seek presi- dencies. Chronicle of Higher Education, June 16. Lively, K. 2000b. Women in charge. Chronicle of Higher Education, June 16. Long, J. S., P. Allison, and R. McGinnis. 1993. Rank advancement in academic careers: Sex differences and the effects of productivity. American Sociological Review 58(5): 703–722. Lopatto, D. 2005. The benefits of undergraduate research. Academic Leader 21(2):3. Lovitts, B. E. 2001. Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study. Lanham, Md.: Rowman and Littlefield. Marra, R. M., and B. Bogue. 2004. The Assessing Women in Engineering Project: A model for sustainable and profitable collaboration. Journal of Women and Minorities in Sci- ence and Engineering 10:283–295. Mason, M. A., and M. Goulden. 2002. Do babies matter? Academe 88(6):21–28. MIT (Massachusetts Institute of Technology). 1999. A study on the status of women faculty in science at MIT: How a Committee on Women Faculty came to be established by the dean of the School of Science, what the committee and the dean learned and accom- plished, and recommendations for the future. MIT Faculty Newsletter 11(March). McGinn, D. 2005. Gender: Formula for success. Newsweek, March 14. McNeil, L., and M. Sher. 1999. The dual-career-couple problem. Physics Today 52(7):32–37. Merkel, C. A. 2003. Undergraduate research at the research universities. New Directions for Teaching and Learning 93:39–53. Moody, J. 2004. Supporting women and minority faculty. Academe 90(1):47–52.

122 TO RECRUIT AND ADVANCE WOMEN STUDENTS AND FACULTY NAE (National Academy of Engineering) and NRC (National Research Council). 2005. En- hancing the Community College Pathway to Engineering Careers. M. Mattis and J. Sislin, eds. Washington, D.C.: National Academy Press. NRC (National Research Council). 1996. The Path to the Ph.D.: Measuring Graduate Attri- tion in the Sciences and Humanities. Washington, D.C.: National Academy Press. NRC. 2001. From Scarcity to Visibility: Gender Differences in the Careers of Doctoral Scien- tists and Engineers. J. S. Long, ed. Washington, D.C.: National Academy Press. NSB (National Science Board). 2004. Science and Engineering Indicators 2004. 2 vols. Ar- lington, Va.: National Science Foundation (vol. 1, NSB 04-1; vol. 2, NSB 04-1A). NSF (National Science Foundation). 1997. Women and Science: Celebrating Achievements, Charting Challenges. Arlington, Va. NSF. 1999. Women, Minorities, and Persons with Disabilities in Science and Engineering: 1998. NSF 99-338. Arlington, Va. NSF. 2001. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2000. NSF 00-327. Arlington, Va. NSF, Division of Science Resources Statistics. 2003. Characteristics of Doctoral Scientists and Engineers in the United States: 2001. NSF 03-310. Project Officer, K. H. Kang. Arlington, Va. NSF, Division of Science Resources Statistics. 2004a. Gender Differences in the Careers of Academic Scientists and Engineers. NSF 04-323. Project Officer, A. I. Rapoport. Arling- ton, Va. NSF, Division of Science Resources Statistics. 2004b. Science and Engineering Degrees: 1966– 2001. NSF 04-311. Project Officers, S. T. Hill and J. M. Johnson. Arlington, Va. NSF, Division of Science Resources Statistics. 2004c. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2004. NSF 04-317. Arlington, Va. (updated May 2004). NSF, Division of Science Resources Statistics. 2005. Graduate Students and Postdoctorates in Science and Engineering: Fall 2002. NSF 05-310. Project Officers, J. D. Oliver and E. B. Rivers. Arlington, Va. Nelson, D. J., and D. C. Rogers. 2004. A national analysis of diversity in science and engi- neering faculties at research universities. Unpublished. University of Oklahoma. Nicklin, J. L. 2001. Few women are among the presidents with the largest compensation packages. Chronicle of Higher Education, November 9. Packard, B. W.-L. 2003. Web-based mentoring: Challenging traditional models to increase women’s access. Mentoring and Tutoring 11(1):53–65. Park, S. 1996. Research, teaching, and service: Why shouldn’t women’s work count? Journal of Higher Education 67(1):46–84. Perna, L. 2002. Sex differences in the supplemental earnings of college and university fac- ulty. Research in Higher Education 43(1):31–58. Perna, L. 2003. Studying faculty salary equity: A review of theoretical and methodological approaches. In Higher Education: Handbook of Theory and Research, Vol. 18, J. C. Smart, ed. New York: Kluwer Academic Publishers. Persell, C. H. 1983. Gender, rewards and research in education. Psychology of Women Quarterly 8(1):33–47. Peter, K., and L. Horn. 2005. Gender Differences in Participation and Completion of Under- graduate Education and How They Have Changed Over Time. NCES 2005–169. Na- tional Center for Education Statistics, U.S. Department of Education. Washington, D.C.: Government Printing Office. Quinn, K., S. E. Lange, and S. G. Olswang. 2004. Family-friendly policies and the research university. Academe 90(6):32–34.

REFERENCES 123 Raines, S. C., and M. S. Alberg. 2003. The role of professional development in preparing academic leaders. New Directions for Higher Education 124(winter):33–39. Rankin, S., III. 2004. Studying gender differences among science, engineering, and math- ematics faculty. Presentation at meeting of Committee on Gender Differences in Ca- reers of Science, Engineering, and Mathematics Faculty, National Academies, Wash- ington, D.C., January 29, 2004. Rankin, P., and J. Nielsen. 2004. NETWORKING—Why you need to know people who know people. Available at http://advance.colorado.edu/research_networking1/. Ac- cessed April 20, 2005. Rivard, N. 2003. Who’s running the show? University Business 6(2):11–13. Rosser, S. V., and J. Z. Daniels. 2004. Widening paths to success, improving the environ- ment, and moving toward lessons learned from the experiences of POWRE and CBL awardees. Journal of Women and Minorities in Science and Engineering 10(2):131–148. Santovec, M. L. 2004. Priming the pump: CAOs move to the college presidency. Women in Higher Education, June. Available at http://www.wihe.com. Accessed April 20, 2005. Schackner, B. 2005. Diversity rules among state system’s university presidents. Pittsburgh Post-Gazette, February 4. Schneider, A. 2000. Female scientists turn their backs on jobs at research universities. Chronicle of Higher Education, August 18. Schroeder, K. 1998. Science majors defect. Education Digest 63(6):75–76. Seymour, E., and N. M. Hewitt. 1997. Talking about Leaving: Why Undergraduates Leave the Sciences. Boulder, Colo.: Westview Press. Siegel, L. 2005. A study of Ph.D. completion at Duke University. CGS Communicator 38(1): 1–2, 6–7. Steinpreis, R. E., K. A. Anders, and D. Ritzke. 1999. The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: A national empirical study. Sex Roles 41(7/8):509–528. Sullivan, B., C. Hollenshead, and G. Smith. 2004. Developing and implementing work- family policies for faculty. Academe 90(6):24–27. Symonds, W. 2004. A breakthrough for MIT—and science. BusinessWeek, October 4, 98–100. Tesch, B. J., H. M. Wood, A. L. Helwig, and A. B. Nattinger. 1995. Promotion of women physicians in academic medicine: Glass ceiling or sticky floor? JAMA 273(13):1022– 1025. Trower, C., and R. Chait. 2002. Faculty diversity. Harvard Magazine, March–April, 33–37, 98. University of Pennsylvania. 2003. Gender equity: Penn’s second annual report. Available at http://www.upenn.edu/almanac/v50/n16/gender_equity.html. Accessed April 28, 2005. University of Wisconsin ADVANCE Program. 2005. Faculty hiring: Diversity and excel- lence go hand-in-hand, updated February 28, 2005. Available at http://www.engr. washington.edu/advance/resources/Diversity-and-Excellence.pdf. Accessed April 20, 2005. US DOE (U.S. Department of Education). 2001. Exemplary and Promising Gender Equity Programs 2000. Washington, D.C.: U.S. Department of Education. US DOE, National Center for Education Statistics. 2000. Entry and Persistence of Women and Minorities in College Science and Engineering Education. NCES 2000-601. Wash- ington, D.C.: Government Printing Office. US DOE, National Center for Education Statistics. 2004. The Condition of Education 2004. NCES 2004-077. Washington, D.C.: Government Printing Office. Valian, V. 1998. Why So Slow? The Advancement of Women. Cambridge, Mass.: MIT Press.

124 TO RECRUIT AND ADVANCE WOMEN STUDENTS AND FACULTY Valian, V. 2004. Beyond gender schemas: Improving the advancement of women in academia. NWSA Journal 16(1):207–220. Van Ummersen, C. 2001. Finally, big women on campus (letter to the editor). New York Times, September 10, 28. Ward, K., and L. Wolf-Wendel. 2004. Fear factor: How safe is it to make time for family? Academe 90(6):28–31. Whitten, B. L., et al. 2003. What works? Increasing the participation of women in under- graduate physics. Journal of Women and Minorities in Science and Engineering 9: 239–258. Wilson, R. 2003. Duke and Princeton will spend more to make female professors happy. Chronicle of Higher Education, October 10. Wilson, R. 2004a. Students sue professor and U. of Texas in harassment case. Chronicle of Higher Education, July 2. Wilson, R. 2004b. Where the elite teach, it’s still a man’s world. Chronicle of Higher Educa- tion, December 3. Wolf-Wendel, L., S. B. Twombly, and S. Rice. 2003. The Two-Body Problem: Dual-Career- Couple Hiring Practices in Higher Education. Baltimore, Md.: The Johns Hopkins Uni- versity Press. Xie, Y., and K. Shauman. 2003. Women in Science. Cambridge, Mass: Harvard University Press. Zernike. K. 2001. Playing in the big league. New York Times, September 9, 82.

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Although more women than men participate in higher education in the United States, the same is not true when it comes to pursuing careers in science and engineering. To Recruit and Advance: Women Students and Faculty in Science and Engineering identifies and discusses better practices for recruitment, retention, and promotion for women scientists and engineers in academia. Seeking to move beyond yet another catalog of challenges facing the advancement of women in academic science and engineering, this book describes actions actually taken by universities to improve the situation for women. Serving as a guide, it examines the following:

  • Recruitment of female undergraduates and graduate students.
  • Ways of reducing attrition in science and engineering degree programs in the early undergraduate years.
  • Improving retention rates of women at critical transition points—from undergraduate to graduate student, from graduate student to postdoc, from postdoc to first faculty position.
  • Recruitment of women for tenure-track positions.
  • Increasing the tenure rate for women faculty.
  • Increasing the number of women in administrative positions.

This guide offers numerous solutions that may be of use to other universities and colleges and will be an essential resource for anyone interested in improving the position of women students, faculty, deans, provosts, and presidents in science and engineering.

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