Each year, the ARC Network selects two to four Virtual Visiting Scholars to conduct research on existing or emerging themes from scholarly literature on gender equity in STEM workplaces.
Virtual Visiting Scholars employ qualitative and/or quantitative meta-analytic and meta-synthesis techniques to identify best practices, structural barriers, or other larger themes from existing literature. Research also incorporates considerations of diversity and inclusion from an intersectional and systemic perspective.
Virtual Visiting Scholars will be expected to work independently at locations of their choosing. The ARC Network will provide a stipend for one year of $20,000. The funds will be provided as direct payments to the Scholar, not to an institution.
Scholars with master's degrees (or the equivalent) are welcome to apply!
Apply at equityinstem.org/vvs/call-for-proposals. Proposals close July 17, 2023 at 5pm.
For some attendees, the most important part of the 2023 ADVANCE Equity in STEM Community Convening (ADVANCE EiSCC) was the chance to reconnect with friends and colleagues in their field. For others, it was learning more about funding opportunities with the National Science Foundation (NSF)’s ADVANCE program. For everyone, the ADVANCE EiSCC offered the opportunity to share information, resources, and strategies about increasing STEM equity work in their programs and institutions.
“This year was my first time attending and I have been telling anyone and everyone about my experience. I have so many take-aways, both personally and professionally, and can honestly say that it was life changing,” according to one attendee.
Since 2019, the NSF-funded ADVANCE EiSCC has served as the convening for NSF ADVANCE grantees in a format that facilitates engagement with change agents within and beyond the NSF ADVANCE community. Read the entire article at: https://www.equityinstem.org/blog/2023-advance-eiscc
Looking for help navigating the Resource Library? Want to find more resources to support your equity in STEM work? Check out our newly launched webpage for the Resource Library or reach out to Bethany Farmer, ARC Network Librarian at email@example.com.
Conference materials from the 2023 ADVANCE EiSCC have been uploaded to the ARC Network Resource Library! You can access all presentations and posters from this year and our 2022 convening.
The FIRST program aims to enhance and maintain cultures of inclusive excellence in the biomedical research community. “Inclusive excellence” refers to cultures that establish and sustain scientific environments that cultivate and benefit from a full range of talent. The University of Maryland School of Medicine and the University of Maryland, Baltimore County are committed to creating an environment conducive to supporting diverse and successful biomedical researchers.
The UM FIRST program intends to hire a cohort of at least 10 early stage investigators in the areas of cancer biology, neuroscience, and microbiology/immunology/vaccinology/infectious diseases.Read more and apply at: https://www.medschool.umaryland.edu/umfirst/
If you missed the DiscoverE Persist Series "International Women in Engineering Day" webinar, presented by DiscoverE in collaboration with the Congressional Women in STEM Caucus and WEPAN, you can watch the episode below.
Host Kameelah S. Majied and panelists Kavitha Bharadwaj, Staff Scientist, TE Connectivity, Dayna Johnson, President, Society of Women Engineers (SWE), Walton Price, Global Head of Workforce Diversity, Equity, and Inclusion, Collins Aerospace, and Ershela Sims, Executive Director, WEPAN, had a conversation exploring the research findings from Messages Matter, the factors that attract girls and students of color to engineering, and the role you can play in achieving gender equity in engineering and technology.
Collected resources and news regarding our Virtual Visiting Scholars andEmerging Research Workshops.
The two newest reports from the ARC Network's Emerging Research Workshops have been released. The reports, "Using Big Data and Algorithms to Foster Equity in STEM" and "Cultivating Equity In STEM Through Inclusive Language," cover research and promising practices on each of the topics and suggest new directions for future work. We invite the community to share their expertise on the topics. To read the reports and share your input visit https://www.equityinstem.org/about-emerging-research-workshops.
A selection of equity, diversity, and inclusion-related articles.
"The Chronicle is tracking legislation that would prohibit colleges from having diversity, equity, and inclusion offices or staff; ban mandatory diversity training; prohibit institutions from using diversity statements in hiring and promotion; or prohibit colleges from using race, sex, color, ethnicity, or national origin in admissions or employment."
Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.
“This study describes ongoing efforts of one Midwestern United States land-grant research university to address the root causes of gendered inequities in the institution, inequities that garnered national notoriety for poor performance on gender-equity indicators in a 2006 American Association of University Professors report (West and Curtis, 2006; Wilson, 2007). Although the ambitious goals laid out in a 2008 National Science Foundation ADVANCE Institutional Transformation award are not yet fully met, the work accomplished to date has altered institutional infrastructure in ways that promise continued efforts to create a welcoming campus for all members of the university community.”
“In this paper we explore the ways that race, gender, and class have historically and currently affected the rates of hiring, degree attainment, promotion, segregation, and pay in academia. Throughout the paper we highlight the experiences of minority women, minority men, European-American women, and members of the working class in academia and demonstrate that although these groups have variably made progress in their representation in jobs in colleges and universities, they remain less likely than members of privileged gender, racial, and class groups to be promoted, more likely to be segregated in certain positions by discipline, subfield, university prestige, and lower academic ranking, and less likely to be paid as well.”
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