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 gender diversity in STEM-faculty hiring.
The results were impressive, with search committees in the intervention group 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.