Williams, W. M., & Ceci, S. J. (2012). When scientists choose motherhood. American Scientist, 100(2), 138- . doi: 10.1511/2012.95.138
Gunter, R., & Stambach, A. (2005). Differences in men and women scientists’ perceptions of workplace climate. Journal of Women and Minorities in Science & Engineering, 11(1): 97–116.
Settles, I., Cortina, L., Malley, J., & Stewart, A. (2006). The climate for women in academic science: the good, the bad, and the changeable. Psychology Of Women Quarterly, 30(1), 47-58.
Grossman, J. M., & Porche, M. V. (2014). Perceived gender and racial/ethnic barriers to STEM success. Urban Education, 49(6), 698-727.
Hawley, C. E., Cardoso, E., & McMahon, B. T. (2013). Adolescence to adulthood in STEM education and career development: The experience of students at the intersection of underrepresented minority status and disability. Journal of Vocational Rehabilitation, 39(3), 193-204. doi:10.3233/JVR-130655
Long, L. L., & Mejia, J. A. (2016, April). Conversations about diversity: Institutional barriers for underrepresented engineering students. Journal of Engineering Education, 105(2), 211-218. doi:10.1002/jee.20114.
Read these three articles in order to see how/if progress has been made in URMs in STEM:
Claudio, L. (1997). Making more minority scientists. Environmental Health Perspectives, 105(2), 174-176.
Hurtado, S., Cabrera, N., Lin, M., Arellano, L., & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189-214.
Estrada, M., Eroy-Reveles, A., Ben-Zeev, A., Baird Jr., T., Domingo, C., Gómez, C. A., & ... Márquez-Magaña, L. (2017). Enabling full representation in science: The San Francisco BUILD project's agents of change affirm science skills, belonging and community. BMC Proceedings, 11, 1-11. doi:10.1186/s12919-017-0090-9