Includes bibliographical references and index.

""Title Page""; ""Copyright Page""; ""Contents""; ""Contributors""; ""Introduction ""; ""Section I: The Data""; ""1. Who Receives a Geoscience Degree?""; ""1.1. Bachelor�s Degrees""; ""1.2. Graduate Degrees""; ""1.3. On to the Profession""; ""References""; ""2. We are the 20%: Updated Statistics on Female Faculty in Earth Sciences in the U.S.""; ""References""; ""Section II: A Framework to Address the Issue""; ""3. A Sociological Framework to Address Gender Parity""; ""3.1. Introduction""; ""3.2. Individual Barriers""; ""3.3. Interactional Barriers""; ""3.4. Institutional Barriers""

""3.5. Multiple Frames""""References""; ""Section III: Successful Strategies to Address the Issue""; ""4. Best Practices to Achieve Gender Parity: Lessons Learned from NSF�s ADVANCE and Similar Programs""; ""4.1. The National Science Foundation�s ADVANCE Program""; ""References""; ""Section III. A: Institutional Strategies""; ""5. Strategic Institutional Change to Support Advancement of Women Scientists in the Academy: Initial Lessons from a Study of ADVANCE IT Projects""; ""5.1. Study Design and Methods""; ""5.2. Theoretical and Empirical Perspectives""; ""5.3. Findings""

""5.4. Discussion""""5.5. Summary""; ""Acknowledgments""; ""References""; ""6. Institutional Transformation: The Lamont-Doherty Earth Observatory Experience""; ""6.1. Introduction and Overview""; ""6.2. Institutional Transformation Efforts at LDEO""; ""6.3. LDEO Institutional Structure""; ""6.4. Columbia�s ADVANCE IT Grant: Setting the Stage for Institutional Transformation""; ""6.5. Creation of Office of Academic Affairs and Diversity""; ""6.6. Understanding Factors Impacting Diversity""; ""6.7. Creating a Culture of Inclusiveness""; ""6.8. Change in LDEO Gender Demographics 2005�2012""

""6.9. Understanding the Institutional Transformation Process at LDEO""""6.10. Conclusion""; ""References""; ""7. Dual Career, Flexible Faculty""; ""7.1. A Woman�s Issue?""; ""7.2. The “Problem� of Dual Career""; ""7.3. Strategies to Address Dual Career""; ""7.4. For Dual Career Couples""; ""Resources""; ""References""; ""8. Lactation in the Academy: Accommodating Breastfeeding Scientists""; ""8.1. Why for the Nation?""; ""8.2. Why in the Academy?""; ""8.3. What Is Needed?""; ""8.4. Professional Travel""; ""Resources""; ""Section III. B: Interactional and Individual Strategies""

""9. Implicit Assumption: What It Is, How to Reduce Its Impact""""9.1. What Are Implicit Attitudes?""; ""9.2. How Do Implicit Attitudes Affect Evaluations?""; ""9.3. Minimizing the Impact of Implicit Bias""; ""References""; ""10. Hiring a Diverse Faculty""; ""10.1. Recruitment Before the Formal Search Begins: Insuring a Diverse Applicant Pool""; ""10.2. Reviewing Applications and Selecting Candidates for the Short List""; ""10.3. Interviewing Candidates/Campus Visit""; ""10.4. Negotiating the Hire""; ""References""; ""11. Multiple and Sequential Mentoring: Building Your Nest""

Read an interview with the author: ""Working Toward Gender Parity in the Geosciences"" The geoscience workforce has a lower proportion of women compared to the general population of the United States and compared to many other STEM fields. This volume explores issues pertaining to gender parity in the geosciences, and sheds light on some of the best practices that increase participation by women and promote parity. Volume highlights include: Lessons learned from NSF-ADVANCE Data on gender composition of faculty at top earth science institutions in the US Implicit bias and gender as a soci.

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