Recently there is widespread interest in women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, progress toward gender equality in these fields is slow. More alarmingly, these gender disparities worsen when examining women's representation within STEM departments in academia. While the number of women receiving postgraduate degrees has increased in recent years, the number of women in STEM faculty positions remains largely unchanged. One explanation for this lack of progress toward gender parity is negative and pervasive gender stereotypes, which may facilitate hiring discrimination and reduce opportunities for women's career advancement. Women in STEM also have lower social capital (e.g., support networks), limiting women's opportunities to earn tenure and learn about grant funding mechanisms. Women faculty in STEM may also perceive their academic climate as unwelcoming and threatening, and report hostility and uncomfortable tensions in their work environments, such as sexual harassment and discrimination. Merely the presence of gender‐biased cues in physical spaces targeted toward men (e.g., “geeky” décor) can foster a sense of not belonging in STEM. We describe the following three factors that likely contribute to gender inequalities and women's departure from academic STEM fields: (a) numeric underrepresentation and stereotypes, (b) lack of supportive social networks, and (c) chilly academic climates. We discuss potential solutions for these problems, focusing on National Science Foundation‐funded ADVANCE organizational change interventions that target (a) recruiting diverse applicants (e.g., training search committees), (b) mentoring, networking, and professional development (e.g., promoting women faculty networks); and (c) improving academic climate (e.g., educating male faculty on gender bias).

中文翻译：

---

学术界的性别不平等：STEM 女教师的问题和解决方案

最近，女性在科学、技术、工程和数学 (STEM) 领域的代表性不足引起了广泛关注；然而，在这些领域实现性别平等的进展缓慢。更令人担忧的是，在研究女性在学术界 STEM 部门中的代表情况时，这些性别差异更加严重。虽然近年来获得研究生学位的女性人数有所增加，但担任 STEM 教职员工的女性人数基本保持不变。在性别平等方面缺乏进展的一种解释是消极和普遍的性别陈规定型观念，这可能会助长招聘歧视并减少女性职业发展的机会。STEM 领域的女性也拥有较低的社会资本（例如支持网络），限制了女性 获得终身职位和了解赠款资助机制的机会。STEM 中的女教师也可能认为她们的学术氛围不受欢迎和具有威胁性，并报告说她们的工作环境中存在敌意和不舒服的紧张局势，例如性骚扰和歧视。仅仅在针对男性的物理空间中存在性别偏见线索（例如，“极客”装饰）可以培养对 STEM 的不归属感。我们描述了以下三个可能导致性别不平等和女性离开学术 STEM 领域的因素：(a) 人数不足和刻板印象，(b) 缺乏支持性社交网络，以及 (c) 寒冷的学术氛围。我们讨论这些问题的潜在解决方案，专注于国家科学基金会资助的 ADVANCE 组织变革干预措施，其目标是 (a) 招募不同的申请者（例如，培训搜索委员会），(b) 指导、网络和专业发展（例如，促进女性教师网络）；(c) 改善学术氛围（例如，对男性教师进行性别偏见教育）。