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achievement, instituting “family-friendly” policies, establishing support programs at each career stage, and including women on search committees.

National Research Council. 2007. Understanding Interventions That Encourage Minorities to Pursue Research Careers: Summary of a Workshop. Washington, DC: National Academies Press.

This workshop summary is addressed to a number of different stakeholders, including researchers and prospective researchers on the efficacy of interventions from a variety of disciplines; program directors and others involved with undergraduate research and mentoring programs; funders and other program supporters; individuals and institutions committed to recruiting and fostering the success of diverse student populations; professional societies, and others with interest in these issues.

Ong, M. 2010. The mini-symposium on women of color in science, technology, engineering and mathematics: A summary of events, findings and suggestions. Cambridge, MA: Technology Education Research Center (TERC).

This report captures the presentations and discussions at the Committee on Equal Opportunities in Science and Engineering (CEOSE) Mini-Symposium on Women of Color in STEM in October 2009. A list of recommendations resulting from this conference was presented to the CEOSE and includes: (1) increase funds for programs that help to augment the number and success of women of color in STEM fields; (2) increase the knowledge base on women of color in STEM through more research, evaluations, and support for publishing; (3) develop and support a centralized, digital clearinghouse of information about women of color in STEM; (4) create and sustain a professional network for women of color in STEM; (5) recognize and study transitions that represent the greatest points of loss of women of color from STEM fields; (6) hold grantees to greater accountability for meeting the NSF Broader Impacts criterion of broadening participation; (7) give recognition awards to grantees who demonstrate outstanding work in broadening participation in STEM; (8) protect the funding of and ensure the mentoring of minority and female graduate students, postdoctoral fellows, and junior faculty; and (9) support efforts to educate the public about the status of women of color, minorities, and women in STEM through citizen science efforts, informal science education, and other channels.

Ong, M. et al. 2011. Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Education Review 81(2): 172-208.

This paper provides a synthesis of empirical research produced over the last forty years, highlighting the variety of factors that support or challenge underrepresented minority women in STEM undergraduate and graduate programs. The findings reveal that existing initiatives may not be effectively serving minority women and that the perceived lack of interest in STEM among women of color is a myth. The authors recommend that a) institutional policy should support the advancement of underserved populations through engagement in rigorous research, student-faculty mentoring relationships, and access to professional development and publishing opportunities; b) states should have transfer policies between two- and four-year institutions; and c) researchers should disaggregate data on women of color in STEM to further understand how the intersection of race and gender manifests in different subfields.

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