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妇女和少数民族科学家和工程师
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN 打印: 1072-8325
ISSN 在线: 1940-431X

妇女和少数民族科学家和工程师

DOI: 10.1615/JWomenMinorScienEng.2016015372
pages 223-243

HISPANIC FEMALE STEM FACULTY IN PUERTO RICO: RESULTS FROM AN NSF ADVANCE NETWORKING WORKSHOP

Frances D. Carter-Johnson
Education and Human Resources Directorate, National Science Foundation, Arlington, VA, 22230
Angela Byars-Winston
Department of Medicine, University of Wisconsin-Madison, Madison, WI, 53715-2634
Renetta G. Tull
The Graduate School at UMBC, University of Maryland, Baltimore County, Baltimore, MD, 21250
Beatriz Zayas
Ana G. Mendez University System, San Juan, P.R., 00928-1345
Carlos Padin
Ana G. Mendez University System, San Juan, P.R., 00928-1345

ABSTRACT

Hispanic female faculty, especially those in Puerto Rico, remain understudied in the National Science Foundation's ADVANCE'S efforts. To address this need, a strategic, inter-institutional collaboration funded by an ADVANCE grant was initiated to investigate the challenges and opportunities for Hispanic female STEM faculty in Puerto Rico that may influence their professional and career advancement. This paper reports the initial results of a programmatic workshop intervention delivered to 50 participants drawn from 15 of Puerto Rico's leading public and private universities. Based on the New Exploration for Transforming Work, Opportunities, Research and Knowledge (NETWORKing) model, a multi-modal workshop was designed and implemented that included interactive panel presentations, group discussions, poster sessions, and reports from national and international activities discussing Hispanic female faculty in STEM. Data from a faculty climate survey were collected that assessed participants' perceptions of their university and department climate, resources, supports and barriers. A key finding was the presence of aspiration-experience gaps between the types of research, teaching and service opportunities required for advancement in academe and the experiences of the majority of the female faculty in the sample. Implications for practice and policy are discussed.