{"id":14288,"date":"2021-03-25T13:57:30","date_gmt":"2021-03-25T17:57:30","guid":{"rendered":"https:\/\/krieger.jhu.edu\/?p=14288"},"modified":"2021-03-25T13:57:33","modified_gmt":"2021-03-25T17:57:33","slug":"repairing-the-stem-pipeline","status":"publish","type":"post","link":"https:\/\/krieger.jhu.edu\/blog\/2021\/03\/25\/repairing-the-stem-pipeline\/","title":{"rendered":"Repairing the STEM Pipeline"},"content":{"rendered":"\n

The “pipeline” metaphor popular in higher ed STEM fields describes the journey a student interested in science, technology, engineering, or mathematics must take through increasingly specialized studies to become a tenured faculty member. The pipeline is infamous for its gender inequity: Women make up more than half of biology doctorate earners, but only 21% of full professors in the life sciences, for example. Krieger School faculty such as\u00a0Karen Fleming<\/a>, a professor in the Krieger School’s\u00a0Department of Biophysics, and\u00a0Rigoberto Hernandez<\/a>, a professor of chemistry, are working to repair the faults in the pipeline and to create a more diverse faculty. Read the full story on the Hub<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

The “pipeline” metaphor popular in higher ed STEM fields describes the journey a student interested in science, technology, engineering, or mathematics must take through increasingly specialized studies to become a 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