There is a pressing need to ensure that a diverse workforce is engaged in cutting-edge science, technology, engineering, and mathematics (STEM) in the U.S. This first-of-its-kind study identifies the successes and shortfalls of inclusion in STEM.



The STEM Inclusion Study investigates the experiences of professionals from across STEM disciplines and industries to identify potential mechanisms of disadvantage at the interpersonal, organizational, and professional levels. Through a two-phase process of surveying and interviewing of STEM professionals, the STEM Inclusion Study provides unprecedented insight into the contours of inequality by gender, race/ethnicity, and disability. It is also the first study to systematically examine the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) professionals in STEM. 

Participating in the STEM Inclusion Study is free, and comes with a tailored organizational climate report. 

Check out study design

Climate Report

Professional organizations that participate will receive a climate report that describes the central diversity and inclusion issues faced by its members.  The climate report would provide STEM professional organizations with information on key indicators of climate, inclusion, and professional respect across several different axes of identity, balancing detail with protecting the confidentiality of respondents.  The report will help participating professional organizations understand whether there are patterns of disadvantage inside that need to be addressed. 


The STEM Inclusion Study is funded by National Science Foundation grants #1535385 and #1535360. 



The results of this study will contribute to the knowledge base for STEM professional workforce development, enhance broadening participation in STEM, and suggest advancements in formal and informal organizational policies to promote the inclusion of all qualified persons in STEM, regardless of gender, race/ethnicity, sexual orientation, gender identity or expression, and disability.

This project addresses three central questions:

(1) How do interactional climates undermine inclusion for disadvantaged group members?

(2) How do organizational policies and procedures contribute to this disadvantage?

(3) How can professional cultures in STEM foster bias or promote equality?


< Erin Cech Principal Investigator, Quantitative Research. University of Michigan, Department of Sociology: Assistant Professor. 

> Tom Waidzunas Principal Investigator, Qualitative Research. Temple University, Department of Sociology: Assistant Professor.