Early career STEMM professionals - individuals entering graduate school or seeking postdoctoral positions - face decreasing programmatic support, resulting in smaller cohort sizes. Amid growing tension and uncertainty, critical questions have reemerged around the role of trainees within this system and their place in a rapidly changing future. This confluence of events has created a landscape which invites a comprehensive examination and fundamental rethinking of the STEMM enterprise towards clarity on priorities for reform and advancement in the future. To explore training and career development of STEMM graduate students and postdoctoral scholars, the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine convened a Summit on July 22-23, 2025. This publication summarizes the presentation and discussion of the summit.
20 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-60090-1
DOI:
https://doi.org/10.17226/29283
National Academies of Sciences, Engineering, and Medicine. 2025. Reimagining STEMM Graduate Education and Postdoctoral Career Development: Proceedings of a Summit—in Brief. Washington, DC: The National Academies Press.
Import this citation to:
Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.
Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.
76 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-09929-3
DOI:
https://doi.org/10.17226/29095
Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.
Import this citation to:
Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.
This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.
84 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-73295-6
DOI:
https://doi.org/10.17226/28852
Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
For many Black Americans, trust in science, engineering, and medicine (SEM) institutions is affected by historic and current contexts, with significant consequences including exacerbating health and economic inequities for this population. Many SEM professionals recognize the importance of building trust with the Black community, and are looking for sustainable and effective ways to earn and nurture that trust.
To advance SEM issues within the Black community, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine at the National Academies of Sciences, Engineering, and Medicine convened a public workshop to examine local, national, and global strategies used by groups such as the Black Church to build institutional trust. The workshop, held December 14-15, 2022, was structured to identify organizations that have demonstrated success in building and maintaining trust with Black communities, highlight best practices for SEM professionals to develop sustainable and effective relationships with the Black community, and examine how communication with Black communities influences trust and acceptance of SEM institutions.
138 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71726-4
ISBN Ebook: 0-309-71727-2
DOI:
https://doi.org/10.17226/27649
National Academies of Sciences, Engineering, and Medicine. 2025. Leveraging Trust to Advance Science, Engineering, and Medicine in the Black Community: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
Despite advances over the past several decades, the clinical trials enterprise has struggled to meet the needs of an increasingly diverse U.S. population. To help address this issue, a 2023 National Academies workshop sought to identify the expertise and disciplines needed to achieve the aspirations for a transformed clinical trials enterprise by 2030 and enable a workforce that can better support the evolving needs of drug R&D - one that is resilient, culturally aware, anti-racist, and interdisciplinary. The workshop, hosted by the Forum on Drug Discovery, Development, and Translation and Roundtable on Black Men and Black Women in Science, Engineering, and Medicine explored strategies to bolster workforce capacity and challenges and opportunities associated with supporting the next-generation drug R&D workforce.
140 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71856-2
ISBN Ebook: 0-309-71857-0
DOI:
https://doi.org/10.17226/27755
National Academies of Sciences, Engineering, and Medicine. 2024. Preparing the Future Workforce in Drug Research and Development: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
Individuals, institutions, and communities all have a role in strengthening representation of Black men and Black women in science, engineering, and medicine (SEM). The SEM workplace has historically not been an equitable space for students, faculty, staff, and professionals, but promising practices nationwide are changing that narrative.
On September 19-20, 2022, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop to examine local, regional, and national opportunities to engage with and leverage community support and mutually beneficial partnerships that build inclusive environments for Black undergraduate, graduate, and medical students and increase the representation of Black professionals in SEM. Workshop participants helped identify practices, policies, and partnerships with demonstrated success; laid a foundation for collaborative dialogue that involves student involvement in the planning, implementation, and evaluation of SEM programs; and identified the resources and actions necessary to further positive change for Black SEM students and professionals.
120 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71771-X
ISBN Ebook: 0-309-71772-8
DOI:
https://doi.org/10.17226/27731
National Academies of Sciences, Engineering, and Medicine. 2024. Community Support, Partnerships, and Inclusive Environments for Black Students and Professionals in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
Increasing the number of Black men and Black women who enter the fields of science, engineering, and medicine (SEM) will benefit the social and economic health of the nation. On May 2-3, 2022 the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a workshop to highlight promising financial and supportive services and programs throughout various stages of career development. Sessions followed student progression through the major stages of education and career development, and identified policies and practices that aim to mitigate and alleviate long-standing barriers to the full participation of Black students in SEM at the K–12, undergraduate, and graduate and professional levels.
132 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71250-5
ISBN Ebook: 0-309-71251-3
DOI:
https://doi.org/10.17226/27339
National Academies of Sciences, Engineering, and Medicine. 2024. Supporting Black Students Through Their Science, Engineering, and Medicine Career Journeys: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Evaluation, an important component of all research, is critical to integrate into interventions addressing sexual harassment, because the targets of such harassment can suffer serious consequences, including physical and emotional harm, lost educational opportunities, and negative effects on their career. Not only are the consequences potentially severe, but the problem is pervasive across all levels of academia. Studies show that 20–50 percent of undergraduate and graduate students experience sexual harassment from faculty or staff, as well as nearly 50 percent of women faculty and staff in academia. Moreover, despite efforts in recent decades to prevent and respond effectively to sexual harassment, it remains a significant issue with no clear decline in incidence rates. This paper offers insight into selecting the appropriate methods for evaluating interventions based on evidence, case studies, and the perspectives and experiences of the authors. The goal of the paper is to provide interested parties in higher education with an introduction to methods and approaches to evaluating interventions designed to prevent and respond to sexual harassment in their institutions.
This individually-authored issue paper was created by members of the Evaluation Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the challenges and research areas related to the evaluation of a wide range of efforts to address sexual harassment, which they present in this document. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community.
45 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-71108-8
DOI:
https://doi.org/10.17226/27267
Lam, M., A. Falcon, and N. Merhill. 2023. Approaches to the Evaluation of Sexual Harassment Prevention and Response Efforts. Washington, DC: The National Academies Press.
Import this citation to:
One troubling aspect of sexual harassment by faculty is the ability of these individuals to quietly move on to new academic positions at other institutions of higher education (IHEs) without the disclosure of their behavior. This practice is known as passing the harasser, and is exacerbated by a general lack of transparency about findings of sexual harassment in higher education. The ramifications of passing the harasser include not only failing to hold harassers accountable for their actions but also reinforcing an institutional climate in which sexual harassment is perceived as tolerated. The aim of this paper is to provide academic institutions with an examination of the landscape of practices and the considerations for implementing procedures to prevent passing the harasser, as well as examples of how some colleges and universities are addressing specific challenges, so that administrative leadership has the information they need to create policies tailored to their institution's needs.
This individually-authored issue paper was created by members of the Response Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the challenges and potential resolutions related to policies and practices intended to prevent passing the harasser (e.g., lack of transparency in the adjudication process) as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community.
61 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-71100-2
DOI:
https://doi.org/10.17226/27265
Serio, T., A. Blamey, L. Rugless, V. R. Sides, M. Sortman, H. Vatti, and Q. Williams. 2023. Exploring Policies to Prevent "Passing the Harasser" in Higher Education. Washington, DC: The National Academies Press.
Import this citation to:
Retaliation in any form can result in a range of negative consequences for those who experience it either directly or indirectly. Individuals can experience limitations in the opportunities to contribute and advance in their career, and they may feel as if their only response to the adversity is to leave the field. When an institution allows such retaliation to take place, the target's sense of trust and dependency in the institution to maintain their safety and act on their behalf is negatively impacted. Retaliation can also have consequences for the broader community and the institution. For example, observers of retaliation can be affected by the low morale in the department or unit stemming from retaliation. The paper illustrates how legal protections can fall short when various types of retaliatory actions occur in academia and explores how institutions can creatively address retaliation with broader policies—policies that expand on and hone institutions' current anti-retaliation practices, engender effective communication of their response to various forms of retaliation.
This individually-authored issue paper was created by members of the Remediation Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to explore the full implications of retaliation in higher education and develop a paper that provides relevant information as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community.
34 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-71279-3
DOI:
https://doi.org/10.17226/27362
Lam, M., A. Falcon, and N. Merhill. 2023. Preventing and Addressing Retaliation Resulting from Sexual Harassment in Academia. Washington, DC: The National Academies Press.
Import this citation to:
To address the persistent problem of sexual harassment within higher education, research suggests that environments need to convey that sexual harassment is not a norm and actively discourage it when it does occur. One approach that researchers have identified as helping to create such environments is bystander intervention programs, which prepare and equip individuals to interrupt and intervene when harassing behavior occurs. This paper explores bystander intervention training approaches that are designed for the complex work environments within higher education, and considers how to apply the principles of bystander intervention to the experiences and environments of faculty, staff, and graduate students., Institutions within the Action Collaborative were asked a standard set of questions to learn about their experiences with commitment and buy-in from leadership, details on how the trainings were developed and what audience it was targeted to, and how the training programs were evaluated. The paper summarizes responses from seven of these institutions and ends with a call for additional research and action.
This individually-authored issue paper was created by members of the Prevention Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to understand how institutions are addressing the gap in bystander intervention training for faculty, staff, and graduate students. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community.
39 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-71104-5
DOI:
https://doi.org/10.17226/27266
Kuhn, J-U., N. Arain, N., J. Bell, B. Davis, H. Kaiser, D. Madden, G. Prepetit, and K. Williamsen. 2023. Strategies for Developing, Implementing, and Sustaining Sexual Harassment Bystander Intervention Programs for Faculty, Staff, and Graduate Students. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
The mission of the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine at the National Academies of Sciences, Engineering, and Medicine is to advance discussions on the barriers and opportunities encountered by Black students and professionals as they navigate the pathways from K-12 and postsecondary education to careers in science, engineering, and medicine (SEM) and highlight promising practices for increasing the representation, retention, and inclusiveness of Black men and Black women in SEM. This proceedings serves as a summary of the presentations and discussions from a capstone workshop, held virtually on December 6 and 7, 2021, to review how anti-Black racism had permeated across the topics covered by the Roundtable over the previous 2 years.
144 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-69289-X
ISBN Ebook: 0-309-69290-3
DOI:
https://doi.org/10.17226/26692
National Academies of Sciences, Engineering, and Medicine. 2023. The State of Anti-Black Racism in the United States: Reflections and Solutions from the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
Efforts over the last several decades to increase the participation and leadership of Black men and women in the scientific and medical workforce have had limited results. Despite many individual successes, the number of Black professionals in science, engineering, and medicine (SEM) fields has not reached a level that corresponds with African American representation in the country at large. Structural racism affects progress at all stages along the pathway - from young children through graduate and medical students through faculty and clinicians at all levels. Beyond entry into educational programs or recruitment into workplaces seeking to diversify, challenges persist to achieve equity and inclusion for Black males and females. Moreover, psychological barriers confound the engagement of Black men and women in SEM fields.
To explore these issues and suggest solutions, the National Academies of Sciences, Engineering, and Medicine launched the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine. Over the past 2 years, the Roundtable has convened workshops on K-12 education, the impact of COVID-19, financial burdens to pursuing SEM careers, and other topics. Sessions during each of these workshops identified psychological factors related to those specific topics. To have a more targeted discussion, the Roundtable convened a virtual workshop on September 14-15, 2021. As summarized in this proceedings, panelists and participants identified policies and practices that perpetuate these factors and explored solutions toward achieving and maintaining wellness, especially among students and young professionals.
118 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-69285-7
ISBN Ebook: 0-309-69286-5
DOI:
https://doi.org/10.17226/26691
National Academies of Sciences, Engineering, and Medicine. 2023. Psychological Factors That Contribute to the Dearth of Black Students in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
Research shows that organizations with large power differentials are more likely to be associated with high rates of sexual harassment than organizations with smaller power differentials, and power differentials are a key feature of the structure of higher education. Research also reveals that when power differentials are abused and sexual harassment occurs, the consequences can be more negative than harassment coming from an individual with equal or less power, and those affected by harassment can experience a greater level of harm.
This issue paper from the Remediation Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education focuses on mitigating the negative aspects of power differentials - those that can take the form of sexual harassment or sexually harassing behavior toward individuals and groups. Following an overview of power differentials in higher education, the paper describes the importance of understanding power differentials through an intersectional and equity lens. It then defines eight types of power differentials that frequently occur within academia. Recognizing that power differentials are engrained in society, the goal of this paper is to compel readers to advocate for and develop policies, practices, and innovative strategies by which institutions can acknowledge and remediate the misuse of power differentials and develop supportive structures and systems for those who experience sexual harassment.
28 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-69081-1
DOI:
https://doi.org/10.17226/26631
Kleinman, D. L. and J. M. Thomas (Eds.). 2023. Preventing Sexual Harassment and Reducing Harm by Addressing Abuses of Power in Higher Education Institutions: Issue Paper. Washington, DC: The National Academies Press.
Import this citation to:
The Action Collaborative on Preventing Sexual Harassment in Higher Education is an initiative where over 55 colleges, universities, and other research and training organizations are identifying, researching, developing, and implementing efforts that move beyond basic legal compliance to evidence-based policies and practices for addressing and preventing all forms of sexual harassment and promoting a campus climate of civility and respect. The Partner Network of the Action Collaborative provides an additional opportunity for collective sharing across colleges and universities, research entities, higher education associations, grassroots and non-profit organizations, federal agencies, national laboratories, industry, and other stakeholder organizations. This annual report for 2021-2022 highlights the overall progress of the Action Collaborative toward its goals and summarizes the work shared by member and partner network organizations during the third year of the collaborative.
19 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-69457-4
DOI:
https://doi.org/10.17226/26741
National Academies of Sciences, Engineering, and Medicine. 2022. Action Collaborative on Preventing Sexual Harassment in Higher Education: Year Three Annual Report of Activities. Washington, DC: The National Academies Press.
Import this citation to:
Many colleges and universities in the United States lack clear guidance on available sanctions for faculty found responsible for sexual harassment or other early interventions for faculty accused of sexual harassment. Research demonstrates that appropriate and effective institutional responses to faculty sexual harassment and transparency in those responses are critical for building an organizational climate that is demonstrably intolerant of sexual harassment; works to prevent that behavior; and seeks to reduce experiences of institutional betrayal.
This issue paper from the Response Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education describes the landscape of higher education response systems for sexual harassment, including both formal sanctions for faculty found responsible for sexual harassment following an institutional finding of a policy violation, as well as less formal early interventions designed to address and correct behaviors of accused faculty before they rise to the level of a policy violation. This publication highlights existing challenges that arise in the processes for determining and enforcing appropriate sanctions or early interventions to hold faculty accountable and then identifies areas of research needed to improve all processes used for responding to faculty sexual harassment.
25 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-69129-X
DOI:
https://doi.org/10.17226/26646
Stubaus, K. and Harton, M. (Eds.). 2022. Exploring Sanctions and Early Interventions for Faculty Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.
Import this citation to:
Workshop
The number of Black students in science, engineering, and medicine in the United States has remained disproportionately low over the past several decades. A number of reasons have been identified as contributing to these low numbers, including those related to finances. Financial considerations range from the most immediate - the ability of students to pay for their education and associated costs - to more structural concerns, such as inequities that created and have perpetuated a wealth gap between races and ethnic groups.
On April 19-20, 2021, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine organized a virtual public workshop to examine financial barriers for Black students in science, engineering, and medicine, explore existing educational programs to them, and engage stakeholders in conversations about partnerships and policies that span academia, industry, and philanthropy. This publication summarizes the presentation and discussion of the workshop.
110 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-68889-2
ISBN Ebook: 0-309-68890-6
DOI:
https://doi.org/10.17226/26576
National Academies of Sciences, Engineering, and Medicine. 2022. Understanding and Offsetting Financial Barriers for Black Students in Science, Engineering, and Medicine: Programs, Partnerships, and Pathways: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Import this citation to:
The 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine recommends the creation of institutional policies that can improve an institution's climate, culture, and reporting options while supporting those who have experienced sexual harassment.
This perspective paper addresses the 2018 report recommendations by exploring how a procedural justice framework could help guide improvements and revisions to policies, processes, and practices within higher education institutions with the potential to mitigate the negative experiences and outcomes of those affected by sexual harassment. Based on previous research, this paper applies a principles-based perspective to highlight ideals, rules, and standards that institutions can implement to achieve this goal.
32 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-99493-4
DOI:
https://doi.org/10.17226/26563
Umphress, E., and Thomas, J. M. (Eds.). 2022. Applying Procedural Justice to Sexual Harassment Policies, Processes, and Practice: Issue Paper. Washington, DC: The National Academies Press.
Import this citation to: