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Equity in Academic Commercialization: Towards Systemic Change

Researchers in academic institutions want their work to matter, but few engage in commercialization activities that could expand their potential impact. Numerous factors discourage STEM faculty, postdocs, and graduate students from engaging in technology transfer.
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Jess Gold Analyzes the Experiences of Equity Workers in Academic Institutions

This project investigates how equity workers in higher education institutions are represented in published literature, aiming to reveal trends and gaps in visibility.
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Brooke Coley Investigates STEM Publication Timelines

This critical investigation centers the experiences of Black women STEM equity scholars. Specifically, in a moment where the pursuit of diversity, equity, and inclusion work is being met with great resistance and/or penalty, the myriad manifestations through which minoritized scholars endure costs for this work remain under explored.
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Reports

Towards Greater Equity for STEM Faculty: Lessons from the COVID-19 Pandemic

Occurring in tandem with growing social activism around anti-Black racism and police brutality, the COVID-19 pandemic and the institution, state, and federal responses to it upended numerous systems, disrupted careers, and cost lives in a way that exacerbated existing social inequities, including for STEM faculty.
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Sue Rosser Examines the Experiences of Foreign Born and Foreign Trained STEM Faculty

Limited research has focused on the experiences of foreign born/foreign trained (FB/FT) faculty compared to the US born/US trained (USB/UST) faculty, and even less has used the intersectional lens of gender to explore issues faced by FB/FT faculty who identify as women compared to either FB/FT faculty who identify as men or USB/UST faculty who identify as women in science, technology, engineering, and mathematics (STEM) departments.
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Reports

Erin Winterrowd Explores the Cost of Academic Motherhood

While the existence of a ‘child penalty’ for women in academic STEM(Medicine) has been documented in the past, less is known about whether that child penalty varies by race/ethnicity and if recent targeted policy efforts have diminished the negative effect.
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Funded by the National Science Foundation ADVANCE Program, Awards HRD-2121468 and HRD-1740860, the ADVANCE Resource and Coordination (ARC) Network seeks to achieve gender equity for faculty in higher education science, technology, engineering, and mathematics (STEM) disciplines. As the STEM equity brain trust, the ARC Network recognizes the achievements made so far while producing new perspectives, methods and interventions with an intersectional, intentional and inclusive lens. The leading champion in North America to propel the inclusion of women in the field of engineering, the Women in Engineering ProActive Network (WEPAN), serves as the backbone organization of the ARC Network.
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