Neal F. Lane
National Science Foundation
NSF's annual budget currently exceeds $3 billion, more than 96 percent of which goes directly to institutions for research and education programs. The agency actively collaborates with universities, state governments, and other federal agencies, businesses, private foundations, community and civic groups, and international agencies on a broad range of research and education projects in science, mathematics, and engineering.
NSF's mandate to ensure the vitality of the nation's scientific enterprise includes concern for the composition, distribution, and effectiveness of the human resource base in the sciences, engineering, and mathematics (SEM). Within this context, the foundation is committed to enhancing the current rate of participation of women and girls in science, mathematics, and engineering education and careers, in general, and as active participants in all of its programs. NSF considers unsolicited research proposals from qualified investigators for support of research in any NSF-supported field of science, mathematics, engineering, and education and strongly encourages applications from women. NSF offers the following opportunities in addition to its disciplinary programs.
When making a request, please include NSF publication number, number of copies, and your complete mailing address.
American Association for the Advancement of Science (AAAS)
1200 New York Avenue, NW
Washington, DC 20005-3920
Since 1973, AAAS has initiated research, seminars, workshops, and publications to enhance the status and accelerate the advancement of women in science, mathematics, engineering, and technology fields. Much work is collaborative and includes international cooperation with U.N. advisory groups and educators in other countries. This program has also emphasized the special issues facing minority women in science. A major current effort is Collaboration for Equity, a 3-year, NSF-funded initiative with the Education Development Center, Girls, Inc., and others. The focus of Collaboration for Equity is on processes and materials to support systemic reform for education leaders in schools and community settings relating to gender and science.
AAAS is a nonprofit corporation whose membership includes leading professional societies, corporations, institutions, and individuals concerned with advancing pubic understanding of professionals in science and technology, their roles, education, and employment.
American Association of University Women (AAUW)
1111 16th Street
Washington, DC 20036-4873
A nationwide grassroots organization of 150,000 college graduates dedicated to promoting equity and education for all women and girls, AAUW consists of three corporations: the Education Foundation, the Association, and the Legal Advocacy Fund. Each was founded to remove obstacles--financial, legal, and social--faced by women and girls.
The AAUW Education Foundation provides fellowships and grants. For 1996-97, approximately $2.6 million was awarded to 274 women. Outreach to minority women is a priority. The Foundation operates the Eleanor Roosevelt Fund to create a more equitable education system for girls. The Fund supports public policy research, fellowships for public school teachers, and community action projects.
The Association is an advocate for greater equity and a catalyst for change. The Legal Advocacy Fund is the nation's only legal fund to specifically address sex discrimination and harassment issues in higher education. It offers financial assistance to women faculty, staff, and students who have grievances against colleges and universities; it supports sex discrimination lawsuits; and it recognizes innovative equity programs through its Progress in Equity Award.
American Chemical Society (ACS)
1155 16th Street, N.W.
Washington, DC 20036
The American Chemical Society was founded in 1876 and is a not-for-profit organization. It is the world's largest scientific society and has a membership of over 151,000 chemists and chemical engineers. The ACS Women Chemists Committee is charged with helping women become leaders in chemical sciences and attracting younger women to this field. ACS publishes its Women Chemists Newsletter twice per year.
American Geological Institute (AGI)
4220 King Street
Alexandria, VA 22301-1507
AGI, a federation of geoscientific and professional organizations, serves its member societies and the geoscience community by coordinating and consolidating the common interests and influence of geoscientists on behalf of the geosciences. The Institute provides information services, such as the GeoRef database and GEOTIMES, for its member societies and the geoscience community; provides a focused and effective voice for the interests of the geoscience community on national science policy issues; strengthens earth science education by leading efforts with its member societies and others to develop K-16 curriculum materials; and increases public awareness of the role that geoscience plays in our lives and in the environment. As of 1994, AGI's affiliations had grown to include 26 member societies that collectively represent more than 80,000 geologists, geophysicists, and other earth and environmental scientists; more than 100 colleges and universities; more than 30 corporations; and hundreds of individuals.
American Mathematical Society (AMS)
P.O. Box 6248
Providence, RI 02940-6248
(800) 321-4AMS (4267)
AMS was created to further mathematical research and scholarship. Founded in 1888, it now has over 30,000 members, including mathematicians throughout the United States and around the world. It continues to fulfill its mission with programs that promote mathematical research, increase the awareness of its value to society, and foster excellence in mathematics education.
The American Physical Society (APS)
One Physics Ellipse
College Park, MD 20740-3844
APS is an organization of more than 41,000 physicists worldwide. Since its formation in 1899, it has been dedicated to the advancement and diffusion of the knowledge of physics. The APS organizes scientific meetings and has programs in areas such as education, international affairs, public affairs, and public information. APS operates a Committee on the Status of Women in Physics that is charged to address the production, retention, and career development of women physicists and to gather and maintain data on women in physics in support of these objectives.
American Physiological Society (APS)
9650 Rockville Pike
Bethesda, MD 20814-3991
APS is devoted to fostering scientific research, education, and the dissemination of scientific information. By providing a spectrum of physiological information, APS strives to play an important role in the progress of science and the advancement of knowledge. Providing current, usable information to the scientific community is the Society's primary focus. APS actively promotes the participation of women and minorities in physiology at the precollege through professional levels via a set of coordinated programs. These include a mentoring program for women in physiology; a project to develop and disseminate curricular modules on women role models in life sciences for middle and high school classrooms; undergraduate and graduate research fellowships for minority students; travel fellowships for minority students; and summer research fellowships for minority teachers and teachers of minority students.
American Society for Microbiology (ASM)
1325 Massachusetts Avenue, N.W.
Washington D.C. 20036
ASM is the oldest and largest single life science membership organization in the world. Membership has grown from 59 scientists in 1899 to over 40,000 members today located throughout the world. ASM represents 23 disciplines of microbiological specialization plus a division for microbiology educators.
The Association for Women in Mathematics (AWM)
4114 Computer and Space Sciences Building
University of Maryland
College Park, Maryland 20724-2461
AWM was founded in 1971 at the Joint Meetings in Atlantic City. The purpose of the association is to encourage women to study and to have active careers in the mathematical sciences. Equal opportunity and the equal treatment of women in the mathematical sciences are promoted.
Association for Women in Science (AWIS)
1200 New York Avenue, NW
Washington, DC 20005
AWIS is the largest multidisciplinary science organization for women in the United States. It has more than 5,000 members and 74 chapters nationwide. Founded in 1971, AWIS is a nonprofit organization committed to the achievement of equity and full participation of women in all areas of science and technology, including the life and physical sciences, mathematics, social sciences, and engineering.
Serving as a national voice, AWIS has made a lasting impact on the accessibility of science education and careers for women. Two current AWIS programs are Women Scientists in Academia: Warming Up a Chilly Climate, funded by the Alfred P. Sloan Foundation, and The Association for Women in Science Mentoring Project, funded by NSF. The Sloan project will develop a model program offering workable options for institutions committed to enhancing the academic climate for women scientific faculty. The NSF project established community-based mentoring programs at 12 locations nationwide.
AWIS also offers a number of resources for women in the scientific community. Mentoring Means Future Scientists: A Guide to Developing Mentoring Programs Based on the AWIS Mentoring Project is AWIS's full report on its initial 3-year Mentoring Project for undergraduate and graduate students, upon which the current NSF project builds. Mentoring Means Future Scientists identifies the most and least effective aspects of the earlier project and includes an extensive bibliography listing resources on women in science and on mentoring. A Hand Up: Women Mentoring in Science, now in its second printing, was also produced as part of the first AWIS mentoring project. This "paper mentor" consists of four sections including interviews with women in science, mathematics, and engineering; a discussion of personal and professional challenges faced by women in the scientific community; educational and professional advice; and an extensive listing of scientific, feminist, and educational organizations that support women in the sciences. A third publication, Grants at a Glance, is a 100-page book of funding information, listing more than 400 awards, fellowships, and scholarships for women at all levels in a wide variety of fields.
Commission on Professionals in Science & Technology (CPST)
1200 New York Avenue NW
Washington, DC 20005
CPST compiles, interprets, and disseminates data on the education and employment of scientists including a document on women and minorities. CPST works collaboratively with institutions and professional groups to improve all aspects of data collection and use and generates both scheduled and special publications. Membership in CPST is open to professional societies, corporations, institutions, and individuals.
Committee on Women in Science and Engineering (CWSE)
National Research Council (NRC)
2101 Constitution Avenue
Washington, DC 20418
Since its beginning in 1991, CWSE has engaged in activities to encourage greater participation of women in science and engineering careers. This has included: 1) collecting, examining, and disseminating data about women's participation throughout academe, government, and industry; 2) monitoring efforts to increase participation, particularly intervention programs; 3) conducting symposia, workshops, and other meetings of experts to explore policy, stimulate initiatives, and evaluate progress; and 4) conducting special studies relevant to women scientists and engineers.
CWSE has undertaken numerous activities to fulfill its mandate. In particular, it has held conferences and conducted research resulting in the following National Academy Press reports:
Computing Research Association (CRA)
1875 Connecticut Avenue NW
Washington, DC 20009-5728
CRA is an association of more than 150 North American academic departments of computer science and computer engineering, industrial and government laboratories engaging in basic computing research and affiliated professional societies. CRA's mission is to represent and inform the computing research community and to support and promote its interests. CRA seeks to strengthen research and education in the computing fields, expand opportunities for women and minorities and improve public and policy maker understanding of the importance of computing and computing research in our society.
CRA established the Committee on the Status of Women in Computer Science and Engineering (CRA-W) to take positive action to increase the number of women participating in Computer Science and Engineering (CSE) research and education at all levels. In addition to increasing the number of women involved, it also seeks to increase the degree of success they experience and to provide a forum for addressing problems that often fall disproportionately within women's domain.
National Council of Teachers of Mathematics
1906 Association Drive
Herndon, VA 20190
NCTM, founded in 1920, is a nonprofit professional association dedicated to the improvement of mathematics education for all students at all levels in the United States and Canada. With more than 117,000 members, it is the largest mathematics education organization in the world.
National Sciences Resources Center (NSRC)
600 Maryland Avenue SW
Washington, DC 20024
NSRC is an educational research and development, information dissemination, and outreach organization operated by the Smithsonian Institution and the National Academy of Sciences. Established in 1985, it contributes to improving K-12 science education by designing programs built on national resources. All NSRC programs place special emphasis on stimulating an interest in science among women and minorities, and on helping school districts serving these populations to improve their science programs.
National Science Teachers Association (NSTA)
1840 Wilson Boulevard
Arlington, Virginia 22201-3000
NSTA was founded in 1944 and is the largest organization in the world committed to the improvement of science education at all levels preschool through college. NSTA's current membership of more than 53,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.
Society for Women Engineers (SWE)
120 Wall Street
New York, NY 10005-3902
SWE stimulates women to achieve full potential in careers as engineers and leaders, expands the image of the engineering profession as a positive force in improving the quality of life, and demonstrates the value of diversity. Founded in 1950, it has an international membership of more than 14,000 women engineers in 79 local sections and 277 student sections.
Women's College Coalition
125 Michigan Avenue, NE
Washington, DC 20017
Founded in 1972 as a project of the Association of American Colleges, the Coalition represents the 84 women's colleges in the United States and Canada. The Coalition makes the case for single-sex education for women to the higher education community, policymakers, the media, and the public. Additionally, the Coalition collects and disseminates information and sponsors research in areas relating to the education of women and to gender equity in higher education. Other priority areas identified for attention by Coalition members are the issues of retention and recruitment of women into mathematics, science, and engineering and the development of women's leadership in society.
Women in Engineering Program Advocates Network (WEPAN)
1284 Civil Bldg.
West LaFayette, IN 47907-1284
WEPAN was founded in 1990 to effect a positive change in the engineering infrastructure so that the climate becomes conducive to women. Technical assistance and training are offered to colleges and universities to initiate or expand Women in Engineering and Science programs focused on recruitment and retention at the precollege, undergraduate, and graduate levels. WEPAN has a membership of more than 500 and operates three regional centers at Purdue University, Stevens Institute of Technology, and the University of Washington. WEPAN offers publications and videos covering data, resources, research and engineering practice, as well as newsletters and conferences.
Systers. An organization and on-line discussion group for computing women.
Women and Computer Science. Writings about women and computer science, including survival skills and Internet resources.
Women's Home Page. The site of note for feminists and all who study women's issues, this home page offers a good collection of papers and articles on women and science.
The Women's Professional Directory
(Formerly the Women in Technology Directory)
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Campbell, P.B. (1992a). Math, science, and your daughter: What can parents do? Encouraging girls in math and science series (ERIC Document Reproduction Service No. ED 350 172). Washington, DC: Women's Educational Equity Program.
Campbell, P.B. (1992b). Nothing can stop us now: Designing effective programs for girls in math, science, and engineering. Encouraging girls in math and science series (ERIC Document Reproduction Service No. ED 350 173). Washington, DC: Women's Educational Equity Program.
Campbell, P.B. (1992c). What works and what doesn't? Ways to evaluate programs for girls in math, science, and engineering. Encouraging girls in math and science series (ERIC Document Reproduction Service No. ED 350 171). Washington, DC: Women's Educational Equity Program.
Campbell, P.B. (1992d). Working together, making changes: Working in and out of school to encourage girls in math and science. Encouraging girls in math and science series (ERIC Document Reproduction Service No. ED 350 170). Washington, DC: Women's Educational Equity Program.
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Cassidy, R. (1989). What do women want? A chance to be scientists. R&D, 31(4), 11.
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Chomicka, D. Truchan, L., and Gurria, G. (1992). The "Women in Science Day" at Alverno College: Collaboration that leads to success. Journal of College Science Teaching, 21(5), 306-309.
Clark, J.V. (1988, March/April). Black women in science: Implications for improved participation. Journal of College Science Teaching, 17, 348-352.
Clewell, B.C., and Anderson, B. (1991). Women of color in mathematics, science and engineering: A review of the literature (ERIC Document Reproduction Service No. ED 347 222). Washington, DC: Center for Women Policy Studies.
Cole, M., and Griffin, P. (Eds.). (1987). Contextual factors in education: Improving science and mathematics education for minorities and women (ERIC Document Reproduction Service No. ED 288 947). Madison, WI: Wisconsin Center for Education Research.
Collea, F.P. (1990). Increasing minorities in science and engineering: A critical look at two programs. Journal of College Science Teaching, 20(1), 31-34, 41.
Cooper, B.S. (1987). Retooling teachers: The New York experience. Phi Delta Kappan, 68(8), 606-609.
Cordes, C. (1988, November 16). Colleges try to attract women and minority students to the sciences. Chronicle of Higher Education, 35(12), A33-A34.
Culotta, E., Kahn, P., Koppel, T., and Gibbons, A. (1993, April 16). Women struggle to crack the code of corporate culture. Science, 260(5106), 398-404.
Damarin, S.K. (1991). Rethinking science and mathematics curriculum and instruction: Feminist perspectives in the computer era. Journal of Education, 173(1), 107-23.
Davis, B.G., and Humphreys, S.N. (1985). Evaluating intervention programs: Applications from women's studies programs in math and science. New York: Teachers College Press.
Davis, C.S., Ginorio, A.B., and Hollenshead, C.S. (Eds.). (1996). The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering. San Francisco: Jossey-Bass.
Didion, C.J. (1993, May). Attracting graduate and undergraduate women as science majors. Journal of College Science Teaching, 22(6), 336,368.
Didion, C.J. (1993, September). Letter of reference: An often-deciding factor in women's academic or career advancement. Journal of College Science Teaching, 23(1), 9-10.
Dix, L.S., Matyas, M.L., and Dresselhaus, M.S. (Eds.). (1992). Science and engineering programs: On target for women? Washington, DC: National Academy Press.
Dobson, H.D., and Hranitz, J.R. (1992). Adapting the thinking processes to enhance science skills in females and minorities (ERIC Document Reproduction Service No. ED 350 288). Presented at the annual conference of the Institute for Critical Thinking (Montclair, NJ, 1990).
Dresselhaus, M.S. (1983). Current crisis in science education? Women in science and problems for the behavioral scientists. Some perspectives of a physicist (ERIC Document Reproduction Service No. ED 241 8780). Presented at the 91st annual convention of the American Psychological Association, Anaheim, CA.
Dresselhaus, M.S. (Ed.). (1991). Women in science and engineering: Increasing their number in the 1990s: A statement on policy and strategy. Washington, DC: National Academy Press.
Eldredge, M. (1990). Gender, science, and technology: A selected annotated bibliography. Behavioral & Social Sciences Librarian, 9(1), 77-134.
Ember, L.R. (1989, July 24). Luce Foundation program helps women develop science careers. Chemical & Engineering News, 67(30), 23-25.
Fabricant, M., and Adner, H. (1989). Women in science and technology (ERIC Document Reproduction Service No. ED 325 143). Presented at the 15th annual convention of the American Mathematical Association of Two-Year Colleges, Baltimore, MD.
Falconer, E.Z. (1989). A story of success - the sciences at Spelman College. Sage, 6(2) 36-38.
Fausto-Sterling, A., and English, L.L. (1985). Women and minorities in science: An interdisciplinary course . Wellesley, MA: Wellesley College Center for Research on Women.
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Hall, P.Q. (1981). Problems and solutions in the education, employment and personal choices of minority women in science (ERIC Document Reproduction Service No. ED 221 328). Washington DC: American Association for the Advancement of Science.
Hammonds, E.M. (1991, August 23). Underrepresentations. Science, 253(5022), 919.
Harding, J. (1983a). How the world attracts girls to science. New Scientist, 99, 754-755.
Harding, J. (1983b). Switched off: The science education of girls. York, England: Longman Resources Unit.
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McMillen, L. (1989, July 5). Clare Boothe Luce Fund to spend $3.5-million a year to encourage women to study and teach science. Chronicle of Higher Education, 35(43), A23-A24.
Melnick, S.L., Wheeler, C.W., and Gunnings, B.B. (1986). Can science teachers promote gender equity in their classrooms? How two teachers do it. Journal of Educational Equity & Leadership, 6(1), 5-25.
Meschel, S. V. (1992). Teacher Keng's heritage: A survey of Chinese women scientists. Journal of Chemical Education, 69(9), 723-730.
Messing, K. (1986, November). What would a feminist approach to science be? Resources for Feminist Research, 15, 65-66.
Misra, K.S. (1985, November). Scientific creativity among girls: Impact of school environment. Journal of Indian Education, 11, 53-57.
Mitchell, R. (1984, Fall). Coping with science anxiety. Feminist Teacher, 1, 14-17.
Morgan, C.S. (1992). College students' perceptions of barriers to women in science and engineering. Youth & Society, 24(2), 228-236.
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