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HON 3260: Underrepresented Groups in Science: Retention/


Lien, T. (February 22, 2015). Why are women leaving the tech industry in droves? Los Angeles Times Online. 

Fleur, N. S. (2014). Many women leave engineering, blame the work culture. NPR: All Tech Considered.

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O’Brien, K. R., & Hapgood, K. P. (2012). The academic jungle: Ecosystem modelling reveals why women are driven out of research. Oikos, 121(7), 999–1004. doi: 10.1111/j.1600-0706.2012.20601.x

Glass, J. L., Sassler, S., Levitte, Y., & Michelmore, K. M. (2013). What’s so special about STEM? A comparison of women’s retention in STEM and professional occupations. Social Forces, 92(2), 723-756.

Fouad, N., Romila, S., Fitzpatrick, M. E., & Liu, J. P. (2012). Stemming the tide: Why women leave engineering. University of Wisconsin–Milwaukee.

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Wyer, M. (2003). Intending to stay: Images of scientists, attitudes towards women, and gender as influences on persistence among science and engineering majors. Journal of Women and Minorities in Science and Engineering, 9(1), 1-16.

Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., & ... Zavala, M. (2016). Improving underrepresented minority student persistence in STEM. CBE - Life Sciences Education, 15(3), 1-10.

Gumpertz, M., Durodoye, R., Griffith, E., & Wilson, A. (2017). Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions. Plos ONE, 12(11), 1-17. doi:10.1371/journal.pone.0187285

Museus, S. D., & Liverman, D. (2010). High-performing institutions and their implications for studying underrepresented minority students in STEM. New Directions for Institutional Research, 2010(148), 17-27. doi:10.1002/ir.358

Gasman, M., Nguyen, T., Conrad, C. F., Lundberg, T., & Commodore, F. (2017). Black male success in STEM: A case study of Morehouse College. Journal of Diversity in Higher Education, 10(2), 181-200.

MacLean, L. M. (2017). Cracking the code: How to get women and minorities into STEM disciplines and why we must. New York: Momentum Press. (Ebook available through GSU Library)

Hilts, A., Part, R., & Bernacki, M. L. (2018). The roles of social influences on student competence, relatedness, achievement, and retention in STEMScience Education, 102(4), 744-770. doi:10.1002/sce.21449

Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence.Harvard Educational Review, 81(2), 209-240,388.



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NASA, 1975

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