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Gender equity in science, technology, engineering, and mathematics (STEM) has remained elusive because there are multiple causes of inequity that interact in complex ways. These causes have been the subject of interdisciplinary research funded by the National Science Foundation’s ADVANCE program. Outcomes demonstrate that some barriers to women’s retention in faculty and leadership positions in STEM result from individual challenges, such as lack of networks, mentors, and advocates. Some barriers result from interactional challenges among colleagues, such as implicit assumptions about who “does” science. And some barriers are institutional, the product of a system designed for men with families to support their personal lives. Solutions designed by research address one or more of these causes with source-specific interventions. For individual barriers, professional development workshops help make the implicit explicit. For interactional barriers, learning about implicit bias can reduce its impact. For institutional barriers, policy review and reform, such as enacting stopthe-tenure clock and dual-career policies, make the academy more people-friendly. To include as many excellent minds as possible in the STEM enterprise, it is necessary to transform the institution, not “fix the women.” Such transformation must be well thought out and purposefully enacted. Still, change is slow: even the best programs will take a decade or more to reap the benefits. GENDER INEQUITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) The proportion of ocean science doctoral degrees awarded to women has increased from 0% in 1966 (NSF, 2004) to 40% in 2002 and 48% in 2012 (NSF, 2013). However, as Orcutt and Cetinić (2014, in this supplement) show, with a couple of exceptions, there are fewer women on the faculties of oceanographic institutions than the number of women PhDs would predict: 20% at the full professor level, 30% at the associate professor level, and 40% at the assistant professor level. In response to a mandate from Congress, the National Science Board (the US National Science Foundation’s [NSF] governing body) has provided data biannually since 1966 on science and engineering indicators. These data reveal gaps in the supply of women to STEM (science, technology, engineering mathematics). Among the findings: women are earning an increasing share of STEM undergraduate and graduate degrees, but there are not corresponding increases in STEM faculty. During the 1980s and 1990s, NSF program officers responded to this issue by launching a series of programs (Rosser and Lane, 2002), including grants for visiting professorships, graduate fellowships, and POWRE (Professional Opportunities for Women in Research) awards, all designed to retain women in the academic pipeline by providing them with financial support. These programs were well intentioned, but yielded frustratingly few results: the numbers of women retained in faculty positions did not increase substantially, particularly in the physical sciences (Rosser, 2004). In 1999, MIT released a report on data gathered by the

Advancing Women in Oceanography: How NSF's ADVANCE Program Promotes Gender Equity in Academia