Guest Post by Helen G. Grundman, Director of Education and Diversity, AMS
About a year ago, the American Mathematical Society (AMS) agreed to take part in the National Science Foundation-funded STEM Inclusion Study. The study’s goal is to identify potential mechanisms of disadvantage at the interpersonal, organizational, and professional levels in science, technology, engineering and math (STEM) fields. It is the first large-scale, national-level study to simultaneously examine the experiences of women, racial and ethnic minorities, persons with disabilities, and lesbian, gay, bisexual, transgender, and queer or questioning individuals working in the STEM workforce. The study has two phases: first a survey of large samples of the members of participating professional organizations, then in-depth interviews with selected survey participants. By participating in the study, professional organizations not only guaranteed that their members will be represented in the broad results of the survey, but they also received a summary of their member’s answers to a small subset of the survey questions. The summary provides some insights into the beliefs and experiences of our members, specifically concerning their places of work, but does not provide any of the details that researchers expect to glean from follow-up interviews with a smaller sample of the survey participants. (Note that for most of this analysis, only respondents who were employed at the time were included, with graduate students included only when comparing responses across employment sectors.) The goal of this post is to share the results in the summary received by the AMS.