"We discuss why one may want to teach mathematics for social justice, how to begin to implement issues of social justice into postsecondary math courses, and publicly available social justice materials for postsecondary math courses. [ABSTRACT FROM AUTHOR]"

"In this work, we examined 79 speaker profiles and 54 talk transcripts from the Diversity and Science Lecture series. We characterized who spoke at DASL and the topics they discussed using a quantitative content analysis framework. We cross-referenced the gender balance of DASL speakers against that of UCSD life science trainees and found greater participation from women scientists. We also exploited a geospatial analysis of speaker surnames that showed strong engagement with Latino and Hispanic scientists that far surpassed that seen in Fragile Nucleosome, a non-DEI life science seminar series (S2 Fig). Our tallies of keyword mentions in talk transcripts indicated that social factors like family, education, and mentorship are highly salient and broadly noteworthy (Fig 5A). Sexual and gender minority was noteworthy to fewer life science trainees but still highly salient. Our review of content recommended by speakers addressed offered more evidence for sexual and gender minority identity to select trainees (Fig 4E)."

"At our university, women-identified individuals make up 23% of students in male-dominated STEM fields; less than 15% of them graduate with a STEM degree. Nationally, more than 40% of women who enter a STEM job leave it within fewer than ten years. Gendered issues within STEM industries have been identified, yet we are far from equal opportunities for all genders. In 2018, we—the director of Women’s and Gender Studies (WGS) with colleagues in Math, Computing Sciences, and Chemistry—received a $45,000 grant to create a “Women in STEM Fellowship.” The inclusion of WGS made the fellowship interdisciplinary, intersectional, and informed our decision-making process via feminist diversity, equity, and inclusion approaches. Through WGS techniques of questioning oppressive systems as well as a community-building focus, we attempted to mitigate prevalent reliance on neoliberal individualism. This article offers insights into the fellowship's activities and programs, challenges and successes, as well as assessment. We call on diversity initiatives in STEM to collaborate with academic and student success units—such as WGS or Black Studies—that house much -needed expertise and to refrain from isolating efforts in STEM departments. [ABSTRACT FROM AUTHOR]"

"Learning communities for college students have been shown to improve first-year student outcomes and narrow equity gaps, but longer-term data to evaluate whether these benefits persist through multi-year retention and graduation are rare. This is especially important for students in science, technology, engineering and math, who often confront gateway courses and challenging academic cultures in their second and subsequent years..."

"By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases.This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences."

"We conducted a qualitative secondary analysis of interviews with 55 campus leaders at four U.S. institutions of higher education, to examine how diversity initiatives broadened the participation of undergraduate Students of Color (SoC) in CS majors. We found that racial equity work happened predominantly in three types of counterspaces—professional conferences, campus identity centers, and student organizations—that explicitly centered and affirmed students’ racialized identities, provided community, expanded students’ professional and academic networks, and supported students to navigate the racial exclusion prevalent in their classes, the department, and in industry. However, our framework of diversity ideology exposed how counterspaces and their leaders of Color operated with little to no support from computing departments, were peripherally positioned outside of broader diversity efforts, and were ultimately inhibited from transforming the dominant culture in CS that privileged whiteness."

"The existence of gender inequality in STEM education and STEM professions remains an integral part of the status quo. This manuscript reports on interventions to incorporate professional morality and ethics into undergraduate Computer Science (CS) education, and associated research parallel to these interventions, as a part of an NSF funded project to 'revolutionize' CS education."

"The author opines of potentially offensive jargon terms within computer science including "blind review" and "master-slave" relationships as part of a larger diversity, equity, and inclusion initiative. The "Words Matter" website of the ACM at www.acm. org/diversity-inclusion/words-matter is reviewed."

"Results revealed a number of key themes, including important variations in the practitioners' philosophical and operational approaches to culturally-relevant computing. The paper ends with a detailed discussion of the findings and their implications for designers, practitioners, and researchers working in Computer Science education. [ABSTRACT FROM AUTHOR]"

"The article looks at issues of diversity, equity, and inclusion in the computer science field and in the computer and high-technology industries."

"The article focuses on women in the field of computer science. The author discusses the underrepresentation of women within the science technology engineering math (STEM) workforce, examines the stereotypes often forced upon women who major in these fields in college, and the possible changes due to diversity, equity, and inclusion (DEI) initiatives."

"The field of computer science (CS) is currently experiencing a surge in undergraduate degree production and course enrollments, which is straining program resources at many institutions and causing concern among faculty and administrators about how best to respond to the rapidly growing demand. There is also significant interest about what this growth will mean for the future of CS programs, the role of computer science in academic institutions, the field as a whole, and U.S. society more broadly. Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments seeks to provide a better understanding of the current trends in computing enrollments in the context of past trends. It examines drivers of the current enrollment surge, relationships between the surge and current and potential gains in diversity in the field, and the potential impacts of responses to the increased demand for computing in higher education, and it considers the likely effects of those responses on students, faculty, and institutions. This report provides recommendations for what institutions of higher education, government agencies, and the private sector can do to respond to the surge and plan for a strong and sustainable future for the field of CS in general, the health of the institutions of higher education, and the prosperity of the nation."