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Why is it that, while women in the United States have generally
made great strides in establishing parity with their male
counterparts in educational attainment, they remain substantially
underrepresented in the fields of science, technology, engineering,
and mathematics (STEM)? Why is it that, in proportion to the PhDs
they obtain in STEM, they attain fewer administrative and
managerial positions in academia and industry than their numbers
warrant and, moreover, are more likely leave the field once started
in their careers? In the culture and context of women s advancement
and satisfaction with careers in STEM, the data show that many
challenges and obstacles remain.By showcasing the stories of eight
women scientists who have achieved successful careers in the
academy, industry and government, "Women Breaking In" offers vivid
insights into the challenges and barriers that women face in
entering STEM while also describing these women s motivations, the
choices they made along their paths, and the intellectual
satisfactions and excitement of scientific discovery they derive
from their work."Women Breaking In" underscores issues aspiring
women scientists will encounter on their journeys and what they can
do to forestall potential obstacles, advocate for change, and
fulfill their ambitions. And it speaks to the question: What can be
done to encourage more women to specialize in science, mathematics,
and engineering? In doctoral granting institutions, where women
must start if they hope to earn advanced degrees, "Women Breaking
In" can serve both as a student text and as guide for department
chairs and deans who are concerned about organizational climate and
culture and their impact on retention in STEM fields. At a broader
level, this book offers advice and inspiration to women
contemplating entering STEM fields, as well to the teachers,
researchers, and administrators responsible for nurturing these
women, growing enrollments in their disciplines, and developing
creative and intellectual capital that the nation needs to compete
in the global marketplace."
Why is it that, while women in the United States have generally
made great strides in establishing parity with their male
counterparts in educational attainment, they remain substantially
underrepresented in the fields of science, technology, engineering,
and mathematics (STEM)? Why is it that, in proportion to the PhDs
they obtain in STEM, they attain fewer administrative and
managerial positions in academia and industry than their numbers
warrant and, moreover, are more likely leave the field once started
in their careers? In the culture and context of women s advancement
and satisfaction with careers in STEM, the data show that many
challenges and obstacles remain.By showcasing the stories of eight
women scientists who have achieved successful careers in the
academy, industry and government, "Women Breaking In" offers vivid
insights into the challenges and barriers that women face in
entering STEM while also describing these women s motivations, the
choices they made along their paths, and the intellectual
satisfactions and excitement of scientific discovery they derive
from their work."Women Breaking In" underscores issues aspiring
women scientists will encounter on their journeys and what they can
do to forestall potential obstacles, advocate for change, and
fulfill their ambitions. And it speaks to the question: What can be
done to encourage more women to specialize in science, mathematics,
and engineering? In doctoral granting institutions, where women
must start if they hope to earn advanced degrees, "Women Breaking
In" can serve both as a student text and as guide for department
chairs and deans who are concerned about organizational climate and
culture and their impact on retention in STEM fields. At a broader
level, this book offers advice and inspiration to women
contemplating entering STEM fields, as well to the teachers,
researchers, and administrators responsible for nurturing these
women, growing enrollments in their disciplines, and developing
creative and intellectual capital that the nation needs to compete
in the global marketplace."
A systematic evaluation of the implementation of the federal
government's environmental justice policies. In the 1970s and
1980s, the U.S. Congress passed a series of laws that were
milestones in environmental protection, including the Clean Air Act
and the Clean Water Act. But by the 1990s, it was clear that
environmental benefits were not evenly distributed and that poor
and minority communities bore disproportionate environmental
burdens. The Clinton administration put these concerns on the
environmental policy agenda, most notably with a 1994 executive
order that called on federal agencies to consider environmental
justice issues whenever appropriate. This volume offers the first
systematic, empirically based evaluation of the effectiveness of
the federal government's environmental justice policies. The
contributors consider three overlapping aspects of environmental
justice: distributive justice, or the equitable distribution of
environmental burdens and benefits; procedural justice, or the
fairness of the decision-making process itself; and corrective
justice, or the fairness of punishment and compensation. Focusing
on the central role of the Environmental Protection Agency, they
discuss such topics as facility permitting, rulemaking,
participatory processes, bias in enforcement, and the role of the
courts in redressing environmental injustices. Taken together, the
contributions suggest that-despite recent environmental justice
initiatives from the Obama administration-the federal government
has largely failed to deliver on its promises of environmental
justice. Contributors Dorothy M. Daley, Eileen Gauna, Elizabeth
Gross, David M. Konisky, Douglas S. Noonan, Tony G. Reames,
Christopher Reenock, Ronald J. Shadbegian, Paul Stretesky, Ann
Wolverton
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