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1 | (300) |
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2 | (2) |
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4 | (3) |
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7 | (5) |
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12 | (1) |
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13 | (11) |
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15 | (7) |
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22 | (2) |
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24 | (26) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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26 | (2) |
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28 | (9) |
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Mathematical and Spatial Performance |
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29 | (3) |
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Verbal and Written Performance |
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32 | (4) |
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Longitudinal Manifestation of Cognitive Differences |
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36 | (1) |
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37 | (5) |
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Brain Structure and Function |
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37 | (1) |
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Hormonal Influences on Cognitive Performance |
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38 | (1) |
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Psychological Development in Infancy |
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39 | (2) |
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41 | (1) |
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42 | (7) |
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Socialization of Infants and Children |
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43 | (1) |
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44 | (1) |
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Social Effects on Women's Cognitive Performance |
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45 | (4) |
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49 | (1) |
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Examining Persistence And Attrition |
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50 | (63) |
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50 | (1) |
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51 | (1) |
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52 | (7) |
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Course Selection in High School |
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59 | (2) |
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61 | (5) |
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Undergraduate Persistence to Degree |
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61 | (2) |
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Social Factors Influencing Undergraduate Attrition |
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63 | (3) |
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College to Graduate School |
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66 | (10) |
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68 | (7) |
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Graduate School Attrition |
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75 | (1) |
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Postgraduate Career Plans |
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76 | (1) |
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Postdoctoral Appointments |
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77 | (2) |
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Professional Development and Productivity |
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77 | (1) |
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78 | (1) |
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79 | (21) |
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Hiring New Doctorates into Faculty Positions |
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80 | (5) |
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85 | (4) |
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89 | (2) |
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91 | (1) |
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92 | (1) |
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93 | (2) |
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95 | (4) |
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99 | (1) |
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Economic Impact of Faculty Attrition |
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100 | (4) |
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104 | (5) |
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109 | (4) |
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Success And Its Evaluation In Science And Engineering |
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113 | (47) |
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113 | (1) |
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114 | (1) |
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115 | (2) |
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117 | (8) |
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117 | (4) |
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Sex Differences in Publication Productivity |
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121 | (2) |
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123 | (2) |
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125 | (10) |
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129 | (1) |
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129 | (6) |
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135 | (24) |
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Gender Bias in Evaluation |
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143 | (7) |
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Understanding Discrimination |
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150 | (1) |
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Subtle Implicit or Unexamined Bias |
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151 | (2) |
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The Case for Diversity: ``There Goes the Neighborhood?'' |
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153 | (2) |
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Accountability and Evaluation |
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155 | (4) |
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159 | (1) |
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159 | (1) |
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Institutional Constraints |
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160 | (54) |
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160 | (1) |
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161 | (1) |
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162 | (4) |
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The ``Ideal'' Scientist or Engineer |
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166 | (1) |
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167 | (2) |
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Institutional Interactions |
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169 | (11) |
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Family Responsibilities and the Bias Against Caregivers |
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174 | (2) |
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176 | (3) |
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179 | (1) |
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Pioneers and Tipping Points |
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180 | (9) |
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189 | (7) |
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Bringing Institutional Change |
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196 | (9) |
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197 | (3) |
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Identifying Barriers to Success in Science and Engineering |
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200 | (5) |
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Establishing an Inclusive Work Environment |
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205 | (5) |
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Integrating Work into One's Whole Life |
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207 | (3) |
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210 | (1) |
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Breaking the Conspiracy of Silence: Minority-Group Women Faculty |
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210 | (1) |
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Funding-Agency-Driven Institutional Transformation |
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211 | (1) |
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212 | (2) |
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Fulfilling The Potential Of Women In Academic Science And Engineering |
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214 | (87) |
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Root Causes of Disparities |
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214 | (3) |
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217 | (2) |
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What Must Be Done: A Blueprint for Action |
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219 | (1) |
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Change Institutional Processes to Combat Bias |
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219 | (21) |
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Create New Institutional Structures |
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225 | (4) |
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Create Methods for Evaluation and Accountability |
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229 | (3) |
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232 | (5) |
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Continuous Evaluation: Scorecard |
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237 | (1) |
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Federal Standards and Compliance Issues |
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237 | (2) |
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239 | (1) |
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Possible Unintended Consequences |
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239 | (1) |
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240 | (5) |
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245 | (11) |
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256 | (2) |
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Chapter 4, Measuring Racial Discrimination Theories of Discrimination |
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258 | (17) |
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275 | (26) |
Index |
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301 | |