ABSTRACT
Both the educational value of student diversity and the duty to support diverse student populations have been widely recognized within American higher education, as reflected in major reports issued by various professional associations. The underrepresentation of women in science at all levels is problematic for a number of reasons, first among which is our societal need for talented scientists and engineers. In studying female scientists in academe, Rosser (2012) found that they too experienced unique challenges in their professional lives that appeared to be linked to gender. Despite evidence of stronger academic achievement and engagement among female students than among male students, findings from a national study by Sax (2008) revealed that the former tended to score lower on measures of academic self-confidence. A comprehensive strategy for promoting equity and access must address both the general conditions that inhibit advancement of all non-dominant populations and the unique concerns that are particular to women, minorities, and students with disabilities.
