New study tests three-step intervention to increase faculty gender diversity in STEM

Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, eighty-one percent of US science, technology, engineering, and math (STEM) university faculty members are men.

The relative dearth of women in the field is a long-recognized problem—but it's one that may be on its way to a solution.

Using a three-step intervention derived from self-determination theory, an interdisciplinary team from Montana State University demonstrated a low-cost way to improve in STEM-faculty hiring.

The results were impressive, with search committees in the 6.3 times more likely to make an offer to a woman candidate.

Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension.

More information: Jessi L. Smith et al. Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM: Figure 1., BioScience (2015). DOI: 10.1093/biosci/biv138

Journal information: BioScience

Citation: New study tests three-step intervention to increase faculty gender diversity in STEM (2015, December 21) retrieved 28 March 2024 from https://phys.org/news/2015-12-three-step-intervention-faculty-gender-diversity.html
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A successful intervention boosts the gender diversity of STEM faculty

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