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For many decades, an increasing number of women have obtained STEM doctoral degrees, however, women, particularly women of color, continue to be significantly underrepresented in almost all STEM academic positions.  While the degree of underrepresentation varies among STEM disciplines, women's advancement to senior professorial ranks and leadership roles is an issue in all fields.  The underrepresentation of women is also a critical issue for the nation, at large, as its need to develop a globally competitive and diverse workforce increases. Research has shown that women's representation and advancement in academic STEM positions are affected by many external factors that are unrelated to their ability, interest and technical skills (Spencer, et al, 1999; Halpern and Tan, 2001; Hyde, 2005; National Academy of Sciences, 2007).  Such factors include, but are not limited to: stereotype threat, societal impacts, organizational constraints of academic institutions; differential effect of work and family demands; implicit and explicit bias; and lack of women in academic leadership and decision-making positions.  The cumulative effect of such diverse factors has been to create infrastructural barriers that impact the number of women entering, persisting and advancing in STEM careers. Thus, the goal of the ADVANCE program is to develop systemic approaches to increase the representation and advancement of women in academic STEM careers, thereby contributing to the development of a more diverse science and engineering workforce.  ADVANCE also has as its goal to seminally contribute to and inform the general knowledge base on gender equity in the academic STEM disciplines.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

PAESMEM recognizes individuals for their mentoring of persons from underrepresented racial and ethnic groups, women, persons with disabilities, persons from disadvantaged socioeconomic backgrounds, and early career scientists and engineers. Historically underrepresented racial and ethnic groups in science, technology, engineering and mathematics (STEM) fields include African-Americans, Hispanic Americans, Native Americans, Pacific Islanders, Native Hawaiians, and Native Alaskans. These are groups who might not otherwise have considered or had access to opportunities in STEM education or careers. 

The purpose of this Dear Colleague Letter is to alert the community to the continued opportunities to submit proposals to conduct research previously solicited by NSF's Research in Disabilities Education (RDE) and Research on Gender in Science and Engineering (GSE) programs. The solicitation containing information on these opportunities is the Research on Education and Learning (REAL) Solicitation (NSF 13-604) with a deadline for new proposals on January 10, 2014.

The American Association of University Women strives to promote equity and education for women and girls. Since the organization's founding in 1881, AAUW members have examined and taken positions on the fundamental issues of the day - educational, social, economic, and political.   AAUW is accepting applications for its Community Action Grants Program, an annual program that provides funds to individuals, AAUW branches, and AAUW state organizations as well as local community-based nonprofit organizations for innovative programs and non-degree research projects that promote education and equity for women and girls.

The American Association of University Women strives to promote equity and education for women and girls. Since the organization's founding in 1881, AAUW members have examined and taken positions on the fundamental issues of the day - educational, social, economic, and political.   AAUW is accepting applications for its Community Action Grants Program, an annual program that provides funds to individuals, AAUW branches, and AAUW state organizations as well as local community-based nonprofit organizations for innovative programs and non-degree research projects that promote education and equity for women and girls.

The U.S. Mission to UNESCO (USUNESCO) announces the Notice of Funding Opportunity (NOFO) for a new program to design and administer a three-year grants program aimed at identifying, developing, and expanding the most promising grassroots-led initiatives in Africa to help address the persistent gender gap in science, technology, engineering, arts/design, and math (STEAM) fields. The targeted African countries for the proposed grants program would be: Cameroon, Democratic Republic of Congo, Republic of Congo, Ethiopia, Ghana, Guinea, Kenya, Liberia, Malawi, Mali, Nigeria, Rwanda, Senegal, Sierra Leone, South Africa, Tanzania, Togo, Uganda, and Zimbabwe. This program aims to make progress toward eventually achieving gender parity in STEAM-related fields so that more African women and girls are empowered by the socioeconomic benefits derived from acquiring expertise in these fields and so that more women and girls contribute to innovation by creating, rather than just using, technology.

The program offers one-year grants of up to $7,000 to support community-based projects and two-year grants of up to $10,000 to provide start-up funds for new projects that address the particular needs of the community and develop girls' sense of efficacy through leadership or advocacy opportunities. Project topic areas are unrestricted but should include a clearly defined activity that promotes education and equity for women and girls. Special consideration will be given to projects focused on the achievements of K-12 girls and community college women in science, technology, engineering, or math.

AAUW Community Action grants provide funds to individuals, AAUW branches, AAUW state organizations, and community-based nonprofit organizations to support innovative programs or non-degree research projects that promote education and equality for women and girls. Special consideration is given to projects focused on the achievements of K-12 girls and community college women in science, technology, engineering, or math.

The Study of the U. S. Branch (ECA/A/E/USS), Office of Academic Exchange Programs, Bureau of Educational and Cultural Affairs (ECA), invites proposal submissions accredited U.S. post-secondary education institutions (community colleges, liberal arts colleges, public and private universities) and U.S. public and private academic non-profit organizations (see section C. Eligibility Information) for the design and implementation of the Study of the U.S. Institutes (SUSIs) for Student Leaders on Women's Leadership to take place over the course of five weeks beginning no sooner than June 1, 2018, pending the availability of FY 2018 funds. Please see the full announcement for further details.