Connecting the Dots for Defense STEM Workforce Development

A just, healthy, and robust science, technology, engineering, and math (STEM) workforce is vital to social organization and human well-being in the modern world. However, economic elites can shape scientific and technological priorities by defining the “national interest” and “needs” of the market, which greatly influences the future of human power relations and material conditions. When contemporary policy debates in STEM education and workforce development focus on how K-12, university, and technical education can provide a workforce for businesses and advance the “national interest”, the resulting policy agenda centers the interests of these socio-economic elites. This paper seeks to reframe debate on STEM education and workforce development policy from a paradigm of nation-state competitiveness and market demand to one centered on workers and democracy. We argue that “who governs” the science and technology workforce and “who benefits” from the status quo of STEM education and workforce development policy is not who should govern and who should benefit, but rather the political and economic elites which steer the world’s largest companies and states. This reframing not only recognizes the fundamental interdependence of economic and political power, but that power is a feature of a social order co-produced with and through scientific inquiry, technological change, and knowledge creation. We advocate for the reimagination of the status quo to recognize that the STEM workforce is composed of, first and foremost, working people. We argue for science and technology workers to recognize common solidarity with all workers and organize to determine their own futures. Lastly, we propose a policy agenda which would empower them to do so by strengthening labor rights and expanding the worker-owned economy.

This paper reviews the current landscape of inclusivity efforts within the United States' STEM workforce, focusing on the persistent challenges hindering diversity. The lack of diversity in the workforce, particularly among women, minorities, and marginalized groups, stifles innovation and hinders the nation's ability to tackle complex scientific and technological challenges. Despite numerous initiatives targeting different stages of the STEM education and career pipeline, such as early intervention programs in K-12 education, higher education interventions with scholarships and targeted recruitment, workplace diversity initiatives, and government support through policies and funding, significant challenges persist. Deep-rooted systemic barriers, including inequities in education and financial resources, disadvantage underrepresented groups. Stereotypes and implicit bias within STEM institutions create hostile environments, hindering career advancement. The "leaky pipeline" phenomenon indicates that underrepresentation persists at higher levels of the STEM workforce, emphasizing the need for sustained, comprehensive solutions. Inclusive workforce development in U.S. STEM fields has made substantial contributions, expanding the talent pool, fostering groundbreaking ideas, and positioning the U.S. for global competitiveness in a market where scientific and technological advancements are crucial for economic prosperity. To foster a truly inclusive STEM ecosystem, concerted efforts are required, including prioritizing early education, implementing effective diversity and inclusion training programs, strengthening support systems, and continuously collecting and analyzing data. In conclusion, building a truly inclusive STEM workforce requires a long-term commitment from individuals, institutions, and the government. Addressing systemic barriers, combating bias, and strengthening support systems are vital steps to leverage the full potential of the diverse population, driving innovation, enhancing national competitiveness, and addressing the pressing challenges of the 21st century. Keywords: STEM, Workforce, K-12, Innovation, USA.

The National Science Foundation plans to decrease its Graduate Research Fellowship Program (GRFP) awards, which support graduate students pursuing degrees in science, technology, engineering, and mathematics (STEM) and STEM education fields, to only 1600 in upcoming competitions ([ 1 ][1]). No supporting evidence or rationale has been provided. Such cuts would likely have a disproportionate effect on women and underrepresented minorities. After the doubling of fellowships to 2000 awards in 2010, women and underrepresented minorities made substantial and sustainable gains that have grown over time ([ 2 ][2]). In the 2018 GRFP competition, nearly 58% of awardees were women, and 23% (461 individuals) identified as underrepresented minorities ([ 3 ][3]). A 20% cut in new fellowships risks narrowing the participation of these groups in the U.S. scientific workforce, especially in STEM leadership roles. Cutting the number of GRFP awards poses a threat to U.S. leadership in science and innovation. It signals to the “best and brightest” ([ 4 ][4]) U.S. citizens that their talents are valued less in the STEM workforce than in lucrative fields such as management or finance. Although the U.S. population grew by 5.8% between 2010 and 2018 ([ 5 ][5]), the number of awards has remained at 2000 for the past 10 years. This would be defensible from a policy standpoint if employment in science and engineering sectors were flat; however, such employment is steadily rising ([ 6 ][6]). The United States should be increasing federal fellowships for its citizens, not decreasing them. We urge NSF and elected leaders to cancel the cuts. GRFP recruits a diverse pool of talented early-career STEM students from a broad range of scientific fields, educational institutions, geographic regions, and economic circumstances. However, sustaining this public good demands publicly available data and a thoughtful approach to the mix of federal funding mechanisms used to support graduate students. We call for experts in graduate education and STEM workforce development to convene and consider evidence-based policies for nurturing student-centered research and innovation in the United States ([ 7 ][7]). 1. [↵][8]NSF, Graduate Research Fellowship Program Solicitation: NSF 19-590 (2019); [www.nsf.gov/pubs/2019/nsf19590/nsf19590.pdf][9]. 2. [↵][10]1. G. Muller-Parker, 2. S. E. Brennan, 3. E. C. Jones , GradEdge: Insights Grad Educ Res. 9, 4 (2020). [OpenUrl][11] 3. [↵][12]NSF, “NSF announces Graduate Research Fellowships for 2018,” News Release 18-022 (2018); [www.nsf.gov/news/news\_summ.jsp?cntn\_id=245024][13]. 4. [↵][14]1. R. B. Freeman , “Investing in the best and brightest: Increased fellowship support for American scientists and engineers” (Brookings Discussion Paper 2006-09, 2006). 5. [↵][15]U.S. Census Bureau, “Monthly population estimates for the United States: April 1, 2010 to December 1, 2020 (NA-EST2019-01)” (2019); [www.census.gov/data/tables/time-series/demo/popest/2010s-national-total.html#par\_textimage\_2011805803][16]. 6. [↵][17]National Science Board Science and Engineering Indicators, U.S. S&E workforce: Definition, size, and growth (2018). 7. [↵][18]National Academies of Sciences, Engineering, and Medicine, Graduate STEM Education for the 21st Century (The National Academies Press, Washington, DC, 2018). [1]: #ref-1 [2]: #ref-2 [3]: #ref-3 [4]: #ref-4 [5]: #ref-5 [6]: #ref-6 [7]: #ref-7 [8]: #xref-ref-1-1 View reference 1 in text [9]: http://www.nsf.gov/pubs/2019/nsf19590/nsf19590.pdf [10]: #xref-ref-2-1 View reference 2 in text [11]: {openurl}?query=rft.jtitle%253DGradEdge%253A%2BInsights%2BGrad%2BEduc%2BRes.%26rft.volume%253D9%26rft.spage%253D4%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [12]: #xref-ref-3-1 View reference 3 in text [13]: http://www.nsf.gov/news/news_summ.jsp?cntn_id=245024 [14]: #xref-ref-4-1 View reference 4 in text [15]: #xref-ref-5-1 View reference 5 in text [16]: http://www.census.gov/data/tables/time-series/demo/popest/2010s-national-total.html#par_textimage_2011805803 [17]: #xref-ref-6-1 View reference 6 in text [18]: #xref-ref-7-1 View reference 7 in text

A nation’s prosperity depends to a significant degree on a highly educated workforce in science, technology, engineering, and math (STEM). In 2017 only 29 percent of the US STEM workforce was female, even though women represent 51.5 percent of the population (see National Center for Science and Engineering Statistics 2019, cited under Statistical Compendia). If more women were to enter STEM, this would not only relieve the shortage of STEM workers, but also provide lucrative jobs to women, and include their perspectives, fostering innovation and scientific progress. Shortages of women in STEM exist in other countries and are being addressed with varying levels of success (see Cross-Cultural Findings). However, the majority of research efforts examining the reasons behind women’s underrepresentation in STEM have been conducted in the United States, often funded by the US government (e.g., by the National Science Foundation’s Broadening Participation in Computing program and Research on Gender in Science and Engineering program). The Theories researchers employ focus on different kinds of explanations for female underrepresentation in STEM with varying ramifications and implications for interventions. For example, some researchers focus on biological explanations, attributing female underrepresentation in STEM to gender differences in Quantitative, Spatial, and Verbal Abilities. Other researchers focus on psychological factors such as Stereotype Threat, women’s low Self-Efficacy in male-dominated fields, a lack of Sense of Belonging or Identification with a STEM Field, and negative Stereotypes about People in STEM and the Field of STEM that conflict with women’s Gender Roles and Values. Furthermore, there exist cultural and institutional barriers that deter women or make it difficult for them to succeed in STEM fields. These include a lack of Role Models, the Role of Parents in encouraging females, Pedagogical Issues, General Workplace Issues such as a chilly climate, problems with Work-Life Balance that disproportionately affect women who typically are the primary caretakers of children and elderly parents, and outright Bias and Discrimination. Only in the early 21st century have researchers started to pay attention to Intersectionality. Gender intersects with race, ethnicity, sexual orientation, socioeconomic status, first-generation college student status, and many more. We now know that these intersectionalities affect outcomes in important ways. Furthermore, it is important to discuss Best Practices for Intervention Strategies. This article also examines Cross-Cultural Findings regarding the phenomenon of women’s underrepresentation in STEM. Striving for currency, this article will focus on work that has been published within the early 21st century. Rather than presenting research on individual STEM disciplines separately, this article discusses the major issues and causes across the disciplines. This provides for a less repetitive presentation and facilitates comparisons within one topic across disciplines (e.g., under the heading Self-Efficacy, the reader can compare research on computer science, technology, and engineering). It is also worth noting that certain STEM fields are overrepresented among research on specific causes. For example, most research on Stereotype Threat focuses on math. And certain STEM fields have received more research attention than others. Computer science, science as a general area, and engineering have been well studied. Math has been studied well in K–12 samples, but less well in higher education. Specific science fields like physics, astronomy, chemistry, or the geosciences have received much less attention.

A thesis-based on STEM Education and STEM workforce has been carried out on the topic titled “Hydrogen production from cassava starch by a biological process.” This work is a real world problem of an engineering project that needs to solve by the integration of knowledge and skills in Science, Technology, Engineering, and Mathematics (STEM). The project deals with social need which is hydrogen gas that will serve as environmentally friendly renewable energy in the future. This STEM Education project provides a way to train students to thinks and learn how to think about solving problems by using STEM Education. The work requires students getting involved this project to solve problems and the students have applied their STEM Education skills. The students not only learn STEM Education on the project but also teach others to learn through STEM Education.

Increasingly, non-degree credentialing (NDC) programs are provided to advance the science, technology, engineering, and mathematics (STEM) workforce via flexible opportunities to build the knowledge, skills, and competencies needed for employment in today’s technical workforce. To understand how NDC programs are designed and implemented and with what outcomes, we conducted a Systematic Literature Review (SLR) to identify and synthesize empirical literature related to STEM workforce development through NDC programs. Working with a research librarian, we developed keywords and database-specific search terms for four robust databases: Education Source, ERIC, Scopus, and IEEE. Using the documented SLR processes, we exhaustively searched for and identified 27 empirical articles for review. During data extraction, we gathered and categorized basic descriptive information, including publication timelines and trends, research designs, and participant demographics. Finally, we employed qualitative content analysis to assess research quality and thematic analysis to synthesize research findings. Results indicate that NDC programs have emerged as an area of STEM education and workforce development research during the past 10 years. Specifically, NDC programs are implemented through a variety of formats and models that emphasize experiential learning, technical and durable skill development, and inclusive access. Results suggest that NDC programs have the potential to enhance STEM workforce readiness, support career advancement, improve job outcomes, and help address access disparities through flexible learning models, community college partnerships, and work-based learning opportunities. Collectively, the implications of this review suggest that NDC programs can be implemented across a variety of contexts to cultivate an accessible and responsive STEM workforce ecosystem.

Bridging societal inequities and enhancing workforce diversity in STEM (Science, Technology, Engineering, and Mathematics) requires a multifaceted approach rooted in educational reform and policy innovation. This review explores the critical role that social science-driven reforms and evidence-based policy development play in addressing underrepresentation and inequities in STEM education and careers. Historically, marginalized groups such as women, racial minorities, and low-income communities have faced systemic barriers in accessing quality STEM education, leading to significant disparities in workforce representation. By integrating insights from disciplines like sociology, psychology, and cultural studies, social science can help reshape STEM education to be more inclusive and responsive to diverse student needs. Educational reforms, including curriculum redesign and culturally responsive teaching strategies, can foster a learning environment where underrepresented students feel supported and valued. Teacher training programs, early intervention initiatives, and increased access to resources in underserved areas are also crucial steps in this direction. Moreover, evidence-based policy development is essential for ensuring that these reforms are sustained and scaled. Policies aimed at increasing funding, promoting equity in STEM programs, and encouraging participation from marginalized groups are vital to driving systemic change. This review also examines successful case studies of educational reforms and policies that have effectively improved diversity in STEM fields. Despite ongoing challenges such as resistance to change, limited funding, and entrenched societal biases the integration of social science perspectives in education and policy can significantly enhance diversity. By fostering interdisciplinary collaboration and ensuring that policy decisions are data-driven, it is possible to create a more equitable and diverse STEM workforce that better reflects the societal fabric. The review concludes with recommendations for future research and action to maintain momentum in bridging societal inequities in STEM.

Do gender parity and egalitarian values in STEM education mask institutionalised gender inequalities in STEM? This study uses student background questionnaire data from the 2015 Trends in International Mathematics and Science Study (TIMSS) supplemented by national level data on gender parity in educational enrolment and female participation in the STEM workforce from the United Nations and International Labor Organization to empirically examine the evidence. Using two-level hierarchical linear models, we analyse the effects of students’ STEM expectancies and task values on their anticipated STEM education and career participation. Results confirm that gender equity and egalitarian values dominate the cross-national expectancies and task values for STEM education, both across genders as well as for female and male students separately, even though there is wide variation and significant gendered inequality that persists in both educational access and STEM workforce participation. Thus, the ‘cloak of equality’ hypothesis is supported by the evidence presented.

The persistent shortage of skilled home-grown professionals in STEM fields, particularly within the defense and intelligence communities, poses a significant threat to U.S. national security. This paper examines the current state of STEM education from K-12 through higher education and into the intelligence and defense workforce sectors, highlighting key trends, challenges, and opportunities to improve U.S. competitiveness. Despite significant investments, the U.S. faces challenges in developing and retaining home-grown STEM talent, especially among underrepresented groups. The paper proposes integrated educational pathways linking K-12, higher education, and the defense and intelligence communities, emphasizing hands-on learning and collaboration. Higher education institutions play a pivotal role in shaping the future STEM workforce, but graduation rates remain stagnant. The paper calls for enhanced academic support, stable funding for research, and data-driven approaches to evaluate educational programs. Addressing these gaps requires a comprehensive effort to improve STEM education, ensure equitable access, and develop a skilled and diverse workforce to maintain the U.S.'s competitive edge.

This dissertation investigates the access and opportunities female students, particularly African American and Latina female students, have to STEM/STEAM learning at the secondary level. The underrepresentation of women in STEM fields has been an ongoing equity issue in the United States and many parts of the world. Although women make up half of the workforce in the United States, they comprise less than a quarter of professionals in the STEM workforce. Through a descriptive survey method, this dissertation seeks to examine three main areas: the STEM/STEAM environment female students are in, especially those of underrepresented minority groups; the exposure female students have to STEM fields and careers; and the opportunities they have to apply their STEM/STEAM knowledge and skills. Additionally, this study aims to conceptualize a phenomenon that connects how the STEM/STEAM programs in secondary schools relate to the underrepresentation of women in STEM fields.

Pathways v. Pipelines to Broadening Participation in the Stem Workforce

Event Abstract Back to Event AAAS at the Forefront of Cultivating the Next Generation of STEM Professionals Iris Wagstaff1* 1 American Association For The Advancement of Science, United States It has been well documented that the U.S. is not producing enough STEM majors and professionals to fill the job demands of the current and future workforce (Carnevale, Smith & Melton, 2011; National Academies of Sciences, Engineering, & Medicine, 2007). This problem is heightened with respect to women and racial minorities who continue to be underrepresented (National Academies of Sciences, Engineering, & Medicine, 2011; National Science Foundation, 2017). To maintain competitiveness in a global economy, the U. S. must leverage ALL of its human capital. This requires creating educational and career pathways to develop the talent needed to advance areas of health, energy, and national security. To this end, the American Association for the Advancement of Science (AAAS) – the oldest and largest multi-discipline scientific association in the world - develops and supports STEM education initiatives through its Education and Human Resources Division (EHR). The three-pronged foci of the EHR division is scientific literacy, broadening participation in STEM, and developing the STEM workforce. This presentation will highlight some of these efforts that include: 1) the Emerging Researchers National (ERN) Conference in STEM for undergraduate and graduate STEM majors to present their research and participate in skills development, 2) Science NetLInks, which provides online K-12 lessons, tools, and resources for students, parents, and teachers, 3) Science in the Classroom – a collection of freely available annotated research papers from the Science family of journals, 4) GSK in the Summer – A hands-on science program for elementary school children offered in community-based organizations in the DC metro area and in 20 other cities across the U.S., and 5) the STEM Volunteers Program – an organization of STEM professionals who volunteer in K-12 classrooms in the Washington DC metro area. Outcomes and impact of the ERN Conference and support of chemistry students will be highlighted in detail. Acknowledgements I would like to acknowledge NSF for funding the Emerging Researchers National Conference in STEM - Grant No. 1645036, Shirley Malcom - Director of the Education and Human Resources (EHR) Unit of AAAS, and Yolanda George - Deputy Director of EHR. References Carnevale, A., Smith, N., & Melton, M. (2011). Georgetown University Center on Education and the Workforce. Science Technology Engineering Mathematics (STEM). Retrieved from https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/2014/11/stem-complete.pdf National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2007. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press. https://doi.org/10.17226/11463. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2011. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, DC: The National Academies Press. https://doi.org/10.17226/12984. National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Retrieved from www.nsf.gov/statistics/wmpd/. Keywords: stem, Education, NSF, ERN, Broadening participation in STEM, diversity Conference: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference , Orlando, Florida, United States, 17 Sep - 20 Sep, 2018. Presentation Type: Oral Presentation Topic: STEM Citation: Wagstaff I (2019). AAAS at the Forefront of Cultivating the Next Generation of STEM Professionals. Front. Chem. Conference Abstract: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference . doi: 10.3389/conf.fchem.2018.01.00060 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 19 Oct 2018; Published Online: 17 Jan 2019. * Correspondence: Dr. Iris Wagstaff, American Association For The Advancement of Science, Washington D.C., United States, irisrwag@yahoo.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Iris Wagstaff Google Iris Wagstaff Google Scholar Iris Wagstaff PubMed Iris Wagstaff Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

While we have seen an increase in women’s representation in certain STEM fields such as biology and chemistry, many engineering and technology professions have seen relatively slow increases (and, in some cases, decreases) in women’s participation. Though an increasing number of women are choosing STEM careers, many experience frustrations when trying to move up into more senior positions. Achieving gender equity in STEM requires addressing issues affecting women’s inclusion and advancement in the workplace, particularly the impact of gender bias. A recent study found that 27% of women in the U.S. feel that their careers are stalled in STEM, with over 30% indicating thoughts of leaving their jobs within the year.1 And women in the U.S. are not alone: Women around the globe are struggling to reach higher level positions in their STEM careers, with 47% of women in China and 55% of women in India indicating that a women will never get a top position in her company, no matter how able or high-performing.2 Research indicates that one of the primary reasons for women’s attrition from the STEM workforce is workplace climate and culture. For example, one study found organizational climate was the primary factor for 30% of women who left the engineering profession, with nearly half citing working conditions such as a lack of advancement or salary.3 Addressing gender bias in the STEM workplace will help to close the gender gaps that exist in the STEM workforce. It is not just the right thing to do: Reducing women’s attrition in STEM is necessary to help meet the growing global demand for STEM talent. Studies also show that gender-balanced teams are more innovative, and companies with greater levels of gender diversity in upper management see greater financial performance than their less-diverse counterparts.4,5 Hewlett, S. A., Sherbin, L., Dieudonne, F., Fargnoli, C., & Fredman, C. (2014). Athena Factor 2.0: Accelerating Female Talent in Science, Engineering & Technology: Executive Summary. Ibid.Fouad, N. A., Singh, R., Fitzpatrick, M. E., & Liu, J. P. (2012). Stemming the tide: Why women leave engineering. Kelly Services. (2016). Women in STEM: How and why an inclusive strategy is critical to closing the STEM talent gap. McKinsey & Company. (2018). Delivering through diversity.

STEM education and workforce development: the history, politics, and evidence

Black women are disproportionately impacted by chronic illness and are significantly more likely to experience severe morbidity and mortality as a consequence of pregnancy and childbirth.1, 2 As seen in a myriad of stories on maternal death and "near misses", Black women often experience maltreatment in clinical settings.3-5 With rising national media and scientific attention to the depth of racial inequities, Black maternal health has emerged as a priority for government and private funders.6-9 Providing financial support for maternal health research and programming is necessary, but insufficient, in eliminating disparate outcomes. There must be intentional, sustainable investments in the people best able to understand: Black women. Absent from the current landscape is a robust, well-supported cadre of Black maternal health scholar-activists who combine scientific and policy knowledge with the socio-cultural expertise that accompanies lived experience. Federal research institutes and private sector funders in the United States have acknowledged preventable inequities and have dedicated resources to identify causes, mechanisms of influence, and solutions for reducing disparate outcomes.7, 8 However, the conceptualization, design, and conduct of these studies (as well as funding decisions to support them) occur primarily among White researchers, which plausibly limits reductions in inequities.10 Specific investments in the educational trajectory of Black women are urgent and necessary to further enhance the quality, diversity, and impact of the maternal child health (MCH) field. The Public Health and MCH workforce needs to be further diversified with Black women scholar-activists because they are also culturally representative of the very populations at the greatest risk to experience maternal and infant health disparities. For example, Black women are 3.2 times more likely to die from pregnancy-related deaths compared to their White counterparts, and these disparities increase with age to 4–5 times more likely.11 Simultaneously, research demonstrates that when Black newborns are cared for by Black physicians, their mortality rate as compared to White infants is cut in half.12 By increasing the MCH workforce to include Black women scholar-activists and health care providers, the likelihood for improvement in health inequities increases. The goal of this commentary is to provide: (1) a brief overview of challenges Black women encounter on the path to and within science careers, (2) examples of successful approaches used to overcome these challenges, and (3) an urgent call to action for the field to commit to the training and development of Black women scholars in public and maternal health with the goal of eliminating maternal health inequities. In a similar manner to how structural racism and sexism produce adverse outcomes in labor and delivery,13-15 these same mechanisms also produce unfavorable outcomes for Black women in academia. At every level of the professional path to a career in scientific research, Black women consistently face bias: unwarranted and seemingly unavoidable experiences that make it more challenging for them to enroll in and graduate from school. For example, Black women describe experiencing isolation, invisibility, exclusion, pressure to continuously prove themselves worthy, a lack of mentorship, and a lack of sponsorship throughout scholarship.16 In addition, after graduation, they are often met with structural, interpersonal, and intrapersonal challenges in obtaining, managing, and remaining in research-focused academic and other scientific positions.17 Obstacles include exclusion from collaborative opportunities, questioning of credentials and expertise by students and colleagues, criticism of their chosen outlets for publication, extra service requests and additional mentoring burden.18 Hindering the progression of Black women into high level leadership positions also presents barriers to the mentorship of burgeoning Black female scholars, thus continuing this pernicious cycle. Many training programs have been used to improve graduation and retention rates among Black students in higher education. These programs are of particular importance due to the evidence that Black students' experiences on college campuses have a significant impact on their academic longevity.19 For Black college students, factors such as the level of faculty support, availability of research-based programming, and feelings of institutional connectedness and belonging have dramatic effects on their personal and academic development and matriculation.19 The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is an example of a training program that has successfully increased the numbers of Black undergraduate college students who succeed in science, mathematics, and engineering.20 Meyerhoff students were more than 10 times as likely than the historical African American sample to attend graduate school in science, technology, engineering and mathematics (STEM) fields, and almost two times as likely to attend medical school.20 Raising Achievement in Mathematics and Science scholar and similar programs at historically Black colleges and universities (HBCUs) are used to improve retention and graduation rates among minority students specifically in the STEM fields.21 A study at Winston-Salem State University found that prior to the implementation of these training programs, graduation rates for full-time students were 17.8% in 2008 and for STEM majors it was 9.3%.21 With the programs in place, graduation rates increased dramatically. The Raising Achievement in Mathematics and Science scholar program participants had a 98.8% graduation rate over 4 years and 100% of the 2009 scholar cohort graduated in STEM and were enrolled in either MS/PhD graduate programs or professional schools.21 Spelman College also employs several programs to orient and support Black women students in STEM careers. Spelman has the Research Initiative for Scientific Enhancement training program, which supports the career pursuits of women and underrepresented minorities interested in biomedical research.22 In addition, between 2015 and 2019, Spelman College was ranked by the National Science Foundation as the number 1 institution of origin for Black PhDs in STEM disciplines.23 These types of programs and the contributions of Historically Black Colleges and Universities (HBCU's) to the Black female scientific workforce emphasizes their importance and necessity in contributing toward the development and advancement of Black women in research and advocacy. The W. Montague Cobb/National Medical Association Health Institute (also known as The Cobb Institute) is an organization that focuses on improving health inequities and addressing structural racism through research, education, and mentorship.24 The Cobb Scholars Program was launched in 2016 for senior residents, fellows, postdoctoral scientists, or early-stage investigators that come from underrepresented groups and are interested in biomedical and behavioral research.24 The scholars receive mentorship in leadership and research from interdisciplinary senior fellows which provides for collaboration and coaching across sectors to enrich their experience. Predominately White institutions can also help advance this goal. For example, the Pathways for Students into Health Professions program, housed within the University of California, Los Angeles campus, focuses on supporting underrepresented minority undergraduate students in MCH professions through the provisions of faculty mentorship, paid internships, and learning opportunities through various seminars.25 Although the program is not specifically built for Black students, it does prioritize students coming from non-dominant racial and ethnic groups, and research has found that students who completed the program were significantly more likely to report an interest in MCH topics and careers when compared to pre-enrollment.25 Many mentorship and training programs are open to those coming from other non-dominant racial and ethnic groups, as well as multiple gender identities.26 However, Black women often face different and distinct challenges as compared to their Black male counterparts or women of other racial backgrounds.27 Thus, there is a critical need to focus on the unique training and mentorship needs of Black women in academia. To bolster impacts within the MCH field, it would be useful to develop and implement programs to support Black women in their matriculation in public health, social sciences, and health care graduate programs with a focus on MCH research. There are a few graduate programs designed to support Black women in health care and health sciences that can be adapted for scholar-activists. For example, the Association of Black Women Physicians offers the Sister-to-Sister Mentoring Program that provides mentorship to Black women physicians, residents, and medical students.28 The program, Black Girl White Coat, is a social media mentorship initiative that hopes to provide further representation for groups that have been historically marginalized and oppressed.29 In addition, the ADVANCE Institutional Transformation Project of Jackson State University is a STEM mentorship program designed to support and empower Black women scholar-activists as well as provide a mentorship pipeline for early career scientists.30 Each of these programs aim to cultivate community and camaraderie among women who frequently, by nature of their racial and gender identity, are isolated in academic and professional settings. By adapting these mentorship programs to accommodate the needs of aspiring Black maternal health scholars, we can expand the support of early career professionals beyond undergraduate trainings. The profound impact of intentional investment in the form of mentorship, academic skill building, and providing opportunities for advocacy in the next generation of leaders cannot be overstated. This common thread among the following programs remain at the crux of the case for increased financial and programming support dedicated to the academic and career development of Black maternal health scholars. HBCU's must be central in the creation of a pipeline of leaders and scholars from historically underrepresented communities trained to work toward health equity in maternal health. For the past few years, Health Resources Services Administration through the Maternal and Child Health Bureau has formed an Alliance with 10 HBCU's to enhance the resources and expertise of faculty and students in HBCU's to address health inequities in MCH populations.31 The Alliance meets monthly to discuss strategies to strengthen research, outreach, advocacy, and services and has recently presented recommendations to the Maternal and Child Health Bureau. The Charles Drew University's Black Maternal Health Center of Excellence is one of the promising new programs underway that has been designed to address the persisting birthing disparities that disproportionately impact Black birthing people in Los Angeles County and the local Charles Drew community.32 The initiative names racism as a root cause to the disproportionately higher rates of infant and maternal death for Black birthing people countywide.33 In response to growing maternal morbidity and mortality rates in the state of Georgia, The Morehouse School of Medicine launched the Center for Maternal Health Equity in 2019.34 Their approach to tackling maternal health inequities is multifaceted; the Center utilizes research, workforce training, community engagement, and policy advocacy to improve reproductive justice.34 There is a paucity of evaluated programs tailored to meet the needs of Black women scholar-activists. However, many of the programs that currently exist offer foundations and frameworks that can be augmented to fit the needs of Black women and students within the MCH fields. The Diversity Scholars Leadership Program at the Boston University School of Public Health Center of Excellence in MCH is designed for students from underrepresented minority communities during their public health graduate studies in MCH.35 The National Birth Equity Collaborative is a Black-led organization that serves as a hands-on training program for promising scholars in the field.36 The Collaborative recruits interns from across multiple public health disciplines with experience in research, policy, training, advocacy, and community-centered work, with a commitment to reproductive justice and advancing birth equity.37 Founded in July 2020 during the dual pandemics of racism and COVID-19, The Maternal Outcomes for Translational Health Equity Research (MOTHER) Lab at Tufts University School of Medicine was created with two main goals: (1) to train, mentor, and engage bright scholars of color and White allies; and (2) to provide a research and training space to ensure scholars are supported as they prepare to go into their respective fields to dismantle systemic racism.38 Through a keen focus on the development of research skills, advocacy, and leadership among its students, the MOTHER Lab provides a framework for the development of maternal health scholars that can serve as model for other research labs housed in schools of public health or medicine. The MOTHER Lab is a unit within the newly formed Center for Black Maternal Health and Reproductive Justice that houses faculty, staff, and students with a dedicated interest in addressing maternal health inequities. This center would contribute to immense progress in filling current gaps for mentorship, research, and sustainable change in this field.39 Research has shown that mentorship for students of color in White spaces are especially beneficial and can become a positive predictor component to their academic and professional futures; this center would provide training, research, and mentorship opportunities for scholars and providers in the field of Black maternal health equity.40, 41 Additionally, the Center for Black Maternal Health and Reproductive Justice and the MOTHER Lab scholarly program for maternal health students are founded and run by Black female scholars with lived experience, thus representing a unique opportunity to engage and train the next generation of leaders. Finally, policy agendas such as the Black Maternal Health Momnibus Act of 2021 (suite of 12 bills proposed in Congress), provide new and exciting ways to support the development of scholar-activists at the local, national, and state level that are dedicated to eliminating maternal mortality and morbidity in Black women.42 These 12 bills address current Black maternal health disparities through numerous distinct methods, but prominently include expanded funding for research on the topic and diversifying the MCH workforce as important methods. One of these bills (Protecting Moms Who Served Act of 2021) has been signed into law, while parts of several others have been partially incorporated in the proposed Build Back Better Act (Data to Save Moms Act, Kira Johnson Act, Maternal Health Pandemic Response Act of 2020, Perinatal Workforce Act, Protecting Moms and Babies Against Climate Change Act, and the Tech to Save Moms Act).43 Unique obstacles encountered from secondary school and throughout graduate education contribute to a lack of adequate representation of Black women in public health. This ultimately leads to a lack of lived experience and scholarship of scholars from communities most affected by the Black maternal health crisis. Modeling the success of other heavily invested pipeline mentorship and training programs, increased support of burgeoning Black maternal health scholar-activists may help mitigate this issue. Furthermore, existing policies and proposed legislation to diversify the public health workforce create the platform needed to build out the investment in Black women scholars who can lead the movement for maternal health equity. The authors have no funding to report.