Diversity is an important concern for all institutions of higher education, not only because it marks institutional progress toward parity, but because it impacts efficiency and innovation. Research on mechanisms that underlie the synergistic relationship between diversity and innovation indicates that although diversity places new and increased demands on intergroup communication, the benefits are so significant that “organizations, firms, and universities … should seek out people with diverse experiences, training, and identities.”
Davidson, C.N. and D.T. Goldberg, The Future of Thinking: Learning Institutions in a Digital Age. 2010, Cambridge, MA: MIT Press.
Davidson, C.N., Now You See It: How the Brain Science of Attention Will Transform the Way Live, Work, and Learn. 2011, New York: Viking.
Page, S.E., The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Society. 2007, Princeton: Princeton University Press.
Gendered Innovations employ sex and gender analysis as a resource to create new knowledge and technology. The project presents illustrative case studies from from science, health and medicine, engineering, and environmental sciences. The case studies highlight the innovative potential of gendered analysis.
Leaders working to create diverse and inclusive workplaces must make the connection between diversity initiatives and organizational goals. These resources make the business case for diversity with recent data and empirical research.
Prepared by Eve Fine and Jo HandelsmanUniversity of Wisconsin2010
This booklet summarizes research on the benefits and challenges of diversity and provides suggestions for realizing the benefits. Its goal is to help create a climate in which all individuals feel included, valued, respected treated fairly.
The Consortium on Race, Gender and Ethnicity (CRGE), established in 1999, is a university–wide, interdisciplinary research center, the first of its kind in the CIC and the nation, that is dedicated to the promotion of intersectional scholarship examining the lived experiences of historically underrepresented minorities (URM) and dimensions of inequality, and the mentoring of intersectional and URM groups in the pipeline from undergraduate degrees through early career faculty.
The National Science Foundation began supporting ADVANCE initiatives in 2001, and has awarded over $130M in funding for a variety of programs. The most significant efforts seek to create permanent institutional transformation.
Professional disciplinary groups allow members to meet, engage, and share knowledge. This effort is particularly important to foster supportive, collaborative networks among scientists from under-represented groups.
We have compiled multiple publicly available databases of the published research related to NSF ADVANCE program efforts to increase diversity in STEM education and the STEM labor force. These include the literature on implicit bias, mentorship and other topics.
Balance is real challenge facing many faculty, particularly women with children. The perception (and reality) of the inflexibility and rigor of an academic career is one cause for the lack of diversity in STEM disciplines.