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CREATING AN INCLUSIVE WORK ENVIRONMENT*

Sue V. Rosser

Ivan Allen School of Liberal Arts and Technology

Georgia Institute of Technology

Abstract

Faced with a severe shortage of scientists and engineers, exacerbated by changes in immigration policies in the wake of 9/11, the United States has renewed its efforts to diversify the scientific and technological workforce, including attracting and retaining women in academic science and engineering. At the dawn of the 21st century, several promising developments, particularly the National Science Foundation’s ADVANCE program, indicate the willingness of the scientific and engineering professions and the academy to address the under-representation of women in academic ranks that has continued for decades, despite federally and foundation-funded programs to increase the number of female faculty members (Rosser and Lane, 2002).

In March 1999 the Massachusetts Institute of Technology released “A Study on the Status of Women Faculty in Science at MIT”1 creating a stir that spread far beyond the institutional boundaries of MIT. More than one year later, MIT President Charles Vest hosted a meeting of the presidents, chancellors, provosts, and twenty-five women scientists from some of the most prestigious research univer-

*

Paper presented at the National Academies Convocation on Maximizing the Success of Women in Science and Engineering: Biological, Social, and Organizational Components of Success, held December 9, 2005, in Washington, DC.

1

Published in the MIT Faculty Newsletter XI (4). Available at http://web.mit.edu/fnl/women/women.html.



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