ABSTRACT
In January 2005, Harvard University President Lawrence Summers’ remarks regarding gender equity in science and engineering sparked a national furor. In explaining possible reasons for the gender gap among tenure track faculty, Summers (2005a) oered three hypotheses: (1) women are less willing to work the hours it requires to be successful; (2) women and men have dierent aptitudes for science and engineering; and (3) to a lesser extent, gender-role socialization and discrimination. Summers added his views to an already complex dialogue on issues of equitable representation, educational outcomes, and campus experiences for women in science, technology, engineering, and mathematics (STEM) elds. For many, his comments demonstrate the pervasive inequity that plagues women in higher education. In the weeks that followed Summers’ comments, scientists, academics, college and university administrators, lawmakers, professional organizations, and students were quick to respond loudly.
