NSF Division of Chemistry 

Plan for Broadening Participation 

in Chemistry

Michael Clarke 

Celeste Rohlfing 

Wade Sisk 

Charles Pibel 

Raima Larter 

Cyd McClure 

Jenny Grasswick 

Adopted November 29, 2006 
NSF Division of Chemistry 

Plan for Broadening Participation in Chemistry 

Executive Summary 

Strategies and Activities: During FY07 the Division of Chemistry (CHE) will undertake the 

following strategies and activities to broaden participation in chemistry: 

Hold a follow-up meeting to Gender Equity Workshop in FY07, at the April 2007 Council of 

Chemical Research Meeting. 

Sponsor a workshop on Under-Represented Minorities (URM) in FY07 to be modeled after the Gender 

Equity Workshop. 

Deliver presentations beginning in FY07 to CHE panels on bias in evaluations. 

Require a departmental plan for broadening participation in chemistry in the CRIF:MU 

(Chemistry Research Instrumentation and Facilities – Multiuser) competition beginning in FY08. 

Monitor CHE principal investigator (PI) demographics and engage in mentoring and other forms 

of outreach. 

Update progress and include diversity efforts in annual Division report. 
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NSF Division of Chemistry 

Plan for Broadening Participation in Chemistry 

FY 2007 

I. Guiding Principles 

As stated in the American Competitiveness Initiative: “America's economic strength and global 

leadership depend in large measure on our Nation’s ability to generate and harness the latest in 

scientific and technological developments and to apply these developments to real world 

applications. These applications are fueled by: scientific research, ... ; a strong education 

system that equips our workforce with the skills necessary ... ; and an environment that 

encourages entrepreneurship, risk taking, and innovative thinking.”1 Achieving the goals of this 

initiative will require that all qualified individuals are allowed and encouraged to participate in 

the scientific endeavor. 

In striving for the highest standards of excellence in chemistry research and education, the 

National Science Foundation (NSF) Division of Chemistry (CHE) draws its staff, reviewers and 

advisors from all demographic sections of the U.S. population. The Division feels that utilizing 

the entire pool of qualified scientists is essential to attaining its vision, which is one of 

supporting innovative research in the chemical sciences, integrated with education, through 

strategic investments in a globally-engaged workforce reflecting the diversity of America. 

NSF’s investments in people enable the Foundation to meet its mission of promoting the 

progress of science, while facilitating the creation of a diverse, competitive and globally-engaged 

workforce of scientists, engineers, technologists and well-prepared citizens.2 NSF takes a 

holistic view of opportunities and challenges, embracing diversity in all activities and at all 

levels.3 As a specific objective, NSF promotes greater diversity in the science and engineering 

workforce through increased participation of underrepresented groups and institutions in all NSF 

programs and activities.4

 In addition, NSF is dedicated to the following: 

Excellence: continually improving our ability to identify opportunities; investing optimally the resources 

entrusted to us; managing a diverse, capable, motivating organization; rewarding accomplishment; and 

sharing our best insights with others. 5

 

1

 “American Competitiveness Initiative: Leading the World in Innovation,” Domestic Policy Council, Office of 

Science and Technology, Overview, p. 1, February, 2006. http://www.whitehouse.gov/stateoftheunion/2006/aci/. 

See also: National Competitiveness Investment Act (NCIA on calendar in Senate as S.3936).

2

 NSF Strategic Plan 2003-2008. II. Strategic Goals, A. People Goal, p. 14. 

3

 NSF Strategic Plan 2003-2008. Appendix C, NSF Values and Attributes, p. 34. 

4

 NSF Strategic Plan 2003-2008. II. Strategic Goals, A. People Goal., p. 15. 

5

 “Investing in America’s Future,” NSF Strategic Plan 2006-2011. II. Mission and Core Values, p. 4. 

http://www.nsf.gov/pubs/2006/nsf0648/nsf0648.jsp. 
- 4 - 

Being broadly inclusive: seeking and accommodating contributions from all sources while reaching out 

especially to groups that have been underrepresented; serving scientists, engineers, educators, students and 

the public across the nation; and exploring every opportunity for partnerships, both nationally and 

internationally.5

A diverse, globally engaged STEM workforce: NSF will focus on broadening participation in STEM 

disciplines. We will work with academic and industry partners to ensure that STEM education and workforce 

preparation are broadly available, for the technical workforce as well as for future scientists and engineers, 

and provide the skills and knowledge needed to flourish in a global knowledge economy.6

Expanding efforts to broaden participation from underrepresented groups and diverse institutions in 

all NSF activities: NSF will continue to enforce its merit review policy and increase the diversity of 

reviewers; increase its competitive awards investments in the participation of groups, types of institutions, 

and geographic regions underrepresented in STEM; and continue to increase the diversity of NSF’s STEM 

workforce.7

Improving our processes of recruiting and selecting highly qualified reviewers and panelists: NSF will 

recruit potential reviewers and automatically add new investigators to an integrated, Foundation-wide 

database of reviewers, establishing an increasingly diverse pool of highly qualified reviewers for future 

selection. Reviewers and panelists will reflect the diversity in our community.8

Recruiting, hiring and empowering highly qualified professional staff members who reflect the 

diversity of our community: Program Officers, Division Directors and other science and engineering 

professional staff are the principal means by which NSF projects values and receives ideas from the science, 

engineering and education research communities. We must continue to attract and, for permanent staff, retain 

scientists, engineers and educators with the necessary expertise, experience and impeccable reputations to act 

as stewards of national research and education programs.8

 

The Division of Chemistry also notes the following institutional goals drawn from (1) the NSF 

Human Capital Plan, (2) the NSF Government Results and Performance Act (GPRA) Report and 

(3) the Congressional Commission on the Advancement of Women and Minorities in Science, 

Engineering and Technology Development (CAWMSET). 

NSF Human Capital Plan: To improve diversity representation throughout the Foundation, 

NSF will ensure that diversity considerations are embedded in activities related to agency 

staffing of scientists and engineers.9

NSF GPRA Report 2006: Promote greater diversity in the science and engineering workforce 

through increased participation of underrepresented groups in NSF activities.10 

 

6

 “Investing in America’s Future,” NSF Strategic Plan 2006-2011. III. Investment Priorities, B. Learning, p. 7. 

http://www.nsf.gov/pubs/2006/nsf0648/nsf0648.jsp. 

7 “Investing in America’s Future,” NSF Strategic Plan 2006-2011. III. Investment Priorities, D. Stewardship, p. 9-

10. http://www.nsf.gov/pubs/2006/nsf0648/nsf0648.jsp.

8 “Investing in America’s Future,” NSF Strategic Plan 2006-2011. III. Investment Priorities, D. Stewardship, p.10. 

http://www.nsf.gov/pubs/2006/nsf0648/nsf0648.jsp.

9

 NSF Human Capital Management Plan (2003). 

http://www.inside.nsf.gov/oirm/hrm/wpab/human_capital/human_capital_management_plan_version_final_12.31.03.doc. 
- 5 - 

CAWMSET Standard: One measure of success is parity with respect to the workforce 

population distribution.11 This is taken to be the same distribution as in the U.S. Census. 

Therefore, in keeping with NSF’s strategic goals, the Division of Chemistry recognizes the 

CAWMSET data as a strategic reference point in broadening participation at all of the Division’s 

operating levels. Intermediate short term diversity measures may be established, and are 

discussed in detail in Section III below. 

II. Current Status 

Diversity is a term used to describe an inclusive collection of individuals and groups who bring 

varied human characteristics, backgrounds, interests, and perspectives to enrich the workforce. It 

is used broadly to refer to many demographic variables, including, but not limited to, race, 

religion, color, gender, national origin, disability, sexual orientation, age, education, geographic 

origin, and skill characteristics.12 Other definitions relevant to diversity are given in Appendix I. 

The present status of gender, racial and ethnic diversity in various populations of concern to 

CHE are given in Tables 1-5 in Appendix II. 

Table 1 compares the current demographic distributions for chemistry degrees awarded and 

among chemistry and physical science faculty to the U.S. population. Table 2 shows similar data 

for the NSF Division of Chemistry internal workforce staff. In some categories, the Division 

meets or exceeds the percentage in the U.S. population, but in others it does not. 

We have also tracked the gender percentages for those reviewers who self-identified as either 

male or female. The results, shown in Table 3, are divided into individuals from whom a review 

has been requested (selected reviewers) and those who actually respond with a written review. 

Individuals of unknown gender are excluded from the percent calculations, as the Female/Male 

(F/M) ratio among these is assumed to be the same as that of those of assigned gender. The total 

number of reviewers does not equal the sum of males and females across ad hoc and panel 

reviewers because some individuals served as both ad hoc reviewers and panelists. This 

accounts for the F/M workload ratio of all reviewers and panelists being higher than that for 

either reviewers or panelists alone, which indicates some female reviewers (ad hoc or panelists) 

are more frequently selected for service than male reviewers are. 

Comparing the percentage of reviewers who are female with the pool of women Ph.D. chemists 

or professors (cf. Tables 1 and 3), shows that CHE is presently seeking reviews from women at 

 10 NSF GPRA Report 2006. http://www.nsf.gov/pubs/2007/nsf0701/index.jsp. 

11 Land of Plenty: Diversity as America's Competitive Edge in Science, Engineering and Technology, Report of the 

Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology 

Development (CAWMSET) to Congress, the National Governor's Association and the President. September, 2000, 

p. 9. http://www.nsf.gov/publications/pub_summ.jsp?ods_key=cawmset0409. 

12 Department of Interior, Office of Civil Rights. http://www.doi.gov/diversity/workforce_diversity.html. 
- 6 - 

about the rate expected from the pool. On the other hand, the percentage of women participating 

in panels, and submitting panel reviews, (34-38%) is substantially higher than their 

representation in the pool. The relative number of reviews provided by women for both ad hoc

and panel reviews is 23%, i.e. higher than the level available in the pool. 

The percentage of PIs who are women is approximately equal to that of the general pool of U.S. 

chemists and chemistry professors (17.6%, cf. Tables 1 and 4), but substantially below that of the 

general population. Table 4 also shows that African Americans, Hispanics and Native 

Americans are substantially less well represented among CHE PIs than in the U.S. population. 

Hawaiian/Pacific Islanders are represented at the same rate as in the U.S. population. Relative to 

all U.S. chemistry Ph.D.s, Native Americans are represented at the same rate and African 

Americans are closely represented. Asian Americans are represented at an appreciably lower rate 

and Hispanics at a slightly higher rate. Figure 1 shows annual trends for some of the aggregate 

data. 

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

1992 1994 1996 1998 2000 2002 2004 2006

Year

% Underrepresented

Female All PhDs

Female Chem Faculty

Female - All CHE PIs

URG Chem Faculty

URG All CHE PIs

URG All PhDs

Source : National Science Foundation, Division of Science Resources Statistics, Survey of Earned Doctorates

Source : NSF CHE data - self-reported gender and underrepresented group (URG)

Figure 1. Chemistry Ph.D.s (employed), Faculty (4 year colleges and universities) and CHE PIs from 1992 - 2006. 

The figure illustrates that the percentage of female CHE PIs has been somewhat below the percentage of female 

chemistry Ph.D.s, while the underrepresented groups (URG) more closely match the pool of graduates. All of the 

percentages in Figure 1 are substantially below the percent of women and minorities in the U.S. population. 

The number and percentage of people with non-severe and severe disabilities in the 25-64 age 

group of the U.S. population is given in Table 5. It is noteworthy that the proportion of people 

with disabilities decreases with increasing educational level. Approximately 5.2% of Americans 

with baccalaureate degrees and above have some degree of disability and about half of these 

(2.4% overall) are able to work. Only 1.7% of CHE PIs and Co-PIs report a visual, hearing, 

mobility or other impairment, which would include learning disabilities, mental illness, etc., (cf. 

definitions of impairment versus disability in Appendix I). 
- 7 - 

Web links to additional resources are given in Appendix III. 

III. Broadening Participation 

CHE aims to aggressively broaden participation in its programs and activities, i.e., we will strive 

to increase the number of underrepresented individuals in hiring staff within the Division, 

making committee, workshop and reviewer selections, and through participation as funded 

principal investigators. Intermediate guides based on graduation rates may be set in some cases. 

Where benchmarks are set with respect to graduation rates, these will be based on three-year 

averages. All demographic data used will be the latest available. 

CHE Committee of Visitors: In order to attain greater diversity, the Division of Chemistry 

believes that its leaders and evaluators must be committed to broadening participation. 

Consequently, the Division of Chemistry will seek to increase diversity within its tri-annual 

Committee of Visitors (COV), using as a guide the diversity of the country’s population with 

regard to gender, ethnicity, race and disability as indicated in Tables 1, 2 and 5 of Appendix II. 

While the COV typically consists of approximately 30 members, this is small relative to the 

number of Ph.D. chemists in the U.S. and the diversity measure will need to be met only once 

every three years. We, therefore, consider the CAWMSET data as a useful reference in 

measuring how well we are increasing diversity and broadening participation within the COV 

membership (see Table 6). 

CHE Workforce: In order for CHE to make outstanding 

strategic investments in chemistry research and to be at 

the forefront of broadening participation in chemistry to 

all segments of the population, the CHE workforce itself 

should ideally reflect the population as a whole. While 

NSF is an attractive employer, the demographics of the 

available pool from which we can hire qualified technical 

staff is decidedly different from that of the population as 

a whole. Consequently, we will use for our benchmark 

for the technical staff the demographic distribution 

reflected in the graduating Ph.D. pool 3-5 years prior to the current date, as data against which to 

measure our diversity efforts. These benchmarks, which are given in the first column of Table 1 

(Appendix II), are higher than the general pool of chemistry Ph.D.s and chemistry faculty, but 

lower than that of the gender, ethnic, racial and disability demographic distribution of the general 

population. Our efforts for increasing diversity among the CHE support staff will, however, be 

measured against the demographic distribution of the general population (CAWMSET standard). 

CHE Reviewers: The NSF Proposal and Award Manual (PAM) states13 that optimally 

reviewers should have: 

 

13 NSF Proposal and Award Manual (PAM), Dec. 31, 2005, p. V-5. 

http://www.inside.nsf.gov//pubs/pam/pam1205/toc.htm
- 8 - 

(Ch5,a.4) to the extent possible, diverse representation within the review group. The goal is to achieve a 

balance among various characteristics. Important factors to consider must include: (b) Reviewer diversity. 

Special attention should be paid to obtaining qualified persons from underrepresented groups, such as ethnic 

minorities, women, and individuals with disabilities. 

(Ch5,b) It is seldom possible to meet all of the above criteria in a small group reviewing a variety of proposals. 

Nonetheless, Program Officers should strive to achieve a wide representation in the aggregate group of 

reviewers used. A regular rotation of participants should occur on continuing or standing review panels. 

Replacements should be chosen to preserve or enhance representation as outlined in these criteria. Particular 

attention should be given to types of reviewers who should be well represented but presently are not. 

CHE reviewers are drawn from chemistry Ph.D. holders who are usually chemistry faculty and, 

therefore, the demographics of the available pool of reviewers is as shown in Table 1, column 3. 

The availability of women and reviewers from underrepresented minority groups in chemistry 

faculties and among chemists as a whole (see Appendix II, Table 1, columns 2-4) is significantly 

less than that of the general population. Therefore, in selecting reviewers, CHE will use the 

demographic distribution of all chemists (Table 1, column 2) as a measure of our diversity 

efforts, and will also look to the most current three-year average among graduating Ph.D. 

chemists (column 1) as an intermediate guide.

CHE Panel Reviewers: Many of the considerations in selecting panelists are the same as 

selecting mail reviewers. However, since panelists constitute a smaller group than ad hoc 

reviewers, CHE will use as a guide in selecting panelists the demographic distribution for the 

most current three-year average among graduating Ph.D. chemists. 

CHE Workshop Participants: Since one of the goals of all NSF workshops is to broaden 

participation in chemistry, CHE will use as a guide in selecting topical workshop participants the 

demographic distribution for the most current three-year average among graduating Ph.D. 

chemists. 

CHE Input to MPS-AC concerning the MPS-AC CHE Subgroup: As the CHE membership 

of the MPS Advisory Committee (MPS-AC) is a relatively small group, its demographic 

distribution will always be nonstatistical. Nevertheless, CHE will provide MPS with a list of 

candidates for the MPS-AC that reflect the demographic distribution of the U.S. population. 

IV. Strategies and Activities 

CHE Principal and CoPrincipal Investigators: The demographic distribution of applicants for 

CHE funding is largely determined by the demographic distribution among chemistry faculty 

(see Table 1) and their motivation to apply for funding. CHE will monitor the distribution of its 

PIs relative to the demographic distribution of all Ph.D. chemists (Table 1, column 2) and strive 

to increase the level of participation by women and other underrepresented minorities. 

The CHE Plan for Broadening Participation in Chemistry is to be updated on an annual basis, 

and annual monitoring of CHE’s progress in meeting the plan’s diversity efforts will be included 

in the Division’s Annual Report.
- 9 - 

At all levels, CHE will engage in outreach activities, periodic workshops, and other endeavors to 

encourage applications from underrepresented groups and will list these activities in the CHE 

Annual Report. 

In charging review panels beginning in FY07, CHE will present a series of slides that address 

unconscious, implicit biases during evaluation processes. 

Individual investigator programs within CHE will consider funding proposals submitted under 

the GPG for one year to assist PIs in initiating promising new research programs. Disabled 

individuals and those from underrepresented groups in science should be strongly encouraged to 

apply for these one-year awards. 

A follow-up meeting to the 2006 Gender Equity Workshop will be held, at the spring 2007 

Council of Chemical Research Meeting, to train department chairs in leadership and diversity. 

A Workshop on Under-Represented Minorities (URMs), which will be modeled after the Gender 

Equity Workshop, will be held in 2007. 

Planning for a possible Workshop on the Disabled in Chemistry will begin. This workshop may 

be held in 2008. 

Beginning in FY08, the Program Announcement for the CRIF-MU (Chemistry Research 

Instrumentation and Facilities – Multiuser) competition will include a requirement that 

departments submit a departmental Plan for Broadening Participation in Chemistry as part of the 

CRIF-MU application. 

The Division of Chemistry continues its pioneering pilot project to seek new reviewers, 

particularly those with disabilities or from underrepresented groups, through outreach and its 

new reviewer website (http://www.nsf.gov/mps/che/reviewer/reviewer_info.jsp). 

V. Other Types of Diversity 

Program officers are referred to the NSF Proposal and Award Manual (PAM). Chapter V, for 

guidance in selecting reviewers, panelists, COV members, etc., with regard to diversity in 

experience, type of organization, and geographic distribution.
- 10 - 

Appendices 

Appendix I. Definitions 

CAWMSET (Commission on the Advancement of Women and Minorities in Science, 

Engineering, and Technology Development) Standard: Demographic distribution as in the U.S. 

Census for 2000: 51% female, 0.9% Native American, 3.6% Asian, 12% African American, 

12.5% Hispanic.14 

Diversity is a term used to describe an inclusive collection of individuals and groups who bring 

varied human characteristics, backgrounds, interests, and perspectives to enrich the workforce. It 

is used broadly to refer to many demographic variables, including, but not limited to, race, 

religion, color, gender, national origin, disability, sexual orientation, age, education, geographic 

origin, and skill characteristics.15 Secondary dimensions include geographic diversity, and 

diversity of experiences in various academic and professional endeavors and institutions, such as 

community colleges through major research universities. 

Human Capital:16 A diverse, agile, results-oriented cadre of NSF knowledge workers 

committed to enabling the agency’s mission and to constantly expanding their abilities to shape 

the agency’s future. 

Physical Impairment: Any physiological disorder, or condition, cosmetic disfigurement, or 

anatomical loss affecting one or more of the following body systems: neurological, 

musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, 

reproductive, digestive, genito-urinary, hemic and lymphatic, skin, and endocrine.17

Mental Impairment: Any mental or psychological disorder, such as mental retardation, organic 

brain syndrome, emotional or mental illness, and specific learning disabilities.18

Disabled:

19 The term "disability" means, with respect to an individual- 

(A) a physical or mental impairment that substantially limits one or more of the major life 

activities20 of such individual; (B) a record of such an impairment; or (C) being regarded as 

having such an impairment. 

 

14 Land of Plenty: Diversity as America's Competitive Edge in Science, Engineering and Technology, Commission 

on the Advancement of Women and Minorities in Science, Engineering, and Technology Development, 

(CAWMSET) Report, p. 9. http://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf. 

15 Department of Interior, Office of Civil Rights 

http://www.doi.gov/diversity/workforce_diversity.html. 

16 NSF Human Capital Management Plan (2003). 

http://www.inside.nsf.gov/oirm/hrm/wpab/human_capital/human_capital_management_plan_version_final_12.31.03.doc. 

17 29 C.F.R. 1630.2(h)(1) (2004). 

18 29 C.F.R. 1630.2(h)(2) (2004). 

19 Americans with Disabilities Act of 1990 42 U.S.C. §12102(2).http://www.ada.gov/pubs/ada.htm. 

20 Major life activities means functions such as caring for one's self-performing manual tasks, walking, seeing, 

hearing, speaking, breathing, learning, working, thinking, concentrating, interacting with others, and receiving 

educational or vocational instruction. See Equal Employment Opportunity Commission, Guide to Employment Law 

and Regulations 73:6 (1997). 
- 11 - 

Appendix II. Demographic Tables Table 1. Number and Percentage of U.S. Chemistry Ph.D. Graduates and Faculty by Gender and Race/Ethnicity 

Chem. Ph.D. All Chem. Chem. Faculty All Chem. All Physical 2000 U.S. Census

Graduates Ave. Ph.D.s Top 50 Univ. Faculty Science Faculty CAWMSET 

2002-2004a 2003a 2003b 2003a 2003a Standard 

Total No. 1,984 69,460 1,654 15,920 39,320 281,421,9Gender Number Number Number Number Number Number Female 642 12,600 200 2,800 7,196 143,368,3Race/Ethnicity Number Number Number Number Number Number African American 44 1,340 20 520 786 34,658,1Asian 115 12,520 118 2,210 5,505 10,242,9Hispanic 42 1,440 29 610 1,101 35,305,8Native American 4 290 3 0 236 2,475,9Gender Percentage Percentage Percentage Percentage Percentage Percentage Female 32.4% 18.1% 12.1% 17.6% 18.3% 51.Race/Ethnicity Percentage Percentage Percentage Percentage Percentage Percentage African American 2.2% 1.9% 1.2% 3.3% 2.0% 12.Asian 5.8% 18.0% 7.1% 13.9% 14.0% 3.Hispanic 2.1% 2.1% 1.8% 3.8% 2.8% 12.Native American 0.2% 0.4% 0.2% 0.0% 0.6% 0.

*Percentages calculated by dividing population of one race/ethnicity by total population. 

Sources: a. National Science Foundation/Division of Science Resources Statistics, 2003 Survey of Doctorate Recipients. 

http://www.nsf.gov/statistics/doctoratework/. Doctoral scientists and engineers are defined in this report as individuals under the age o

doctorate in a science, engineering, or health field from a U.S. academic institution and resided in the United States or one of its territor

b. Professor Donna Nelson, University of Oklahoma, http://cheminfo.chem.ou.edu/~djn/diversity/top50.html. 

c. U.S. Census, http://factfinder.census.gov/servlet/DTTable?_bm=y&-geo_id=01000US&-ds_name=DEC_2000_SF1_U&-_lang=en&

mt_name=DEC_2000_SF1_U_P001&-mt_name=DEC_2000_SF1_U_P003&-mt_name=DEC_2000_SF1_U_P004&-format=&-CONT
- 12 - 

Table 2. National Science Foundation, Division of Chemistry, Workforce Gender, Race/Ethnicity and Disability 

 November, 2006 

Chemistry Ph.D. 

 2000 U.S. Graduates Division of Technical Support  Census %c * Ave. 2002-2004a Chemistryd % Staff % Staff Gender Female 51% 32.4% 12 41% 7 30% 5 Male 49% 67.6% 17 59% 16 70% 1 Race/Ethnicity African American 12.0% 2.2% 5 17.2% 2 8.7% 3 Asian 3.6% 5.8% 2 6.9% 2 8.7% 0 Hawaiian/Pacific Islander 0.1% NA** 0 0.0% 0 0.0% 0 Hispanic 12.5% 2.1% 1 3.5% 1 4.3% 0 Native American 0.9% 0.2% 0 0.0% 0 0.0% 0 Some Other Race 5.5% NA** 0 0.0% 0 0.0% 0 White 75.0% 89.7% 21 72.4% 18 78.3% 3 Disability (not severe, College educated, 25-64 age group) 0 0.0% Total 29 23 6 

*Percentages calculated by dividing population of one race/ethnicity by total population. 

** Not Available. Sources: a. National Science Foundation/Division of Science Resources Statistics, 2003 Survey of Doctorate Recipients. 

c. 2000 U.S. Census Data. d. NSF Data. 
- 13 - 

Table 3. National Science Foundation, Division of Chemistry, Proposal Reviewer and Panelist Gender and Wor

 FY06 

Responding Reviewersd Selected Reviewersd

Gender Ad Hoc Panel All Ad Hoc Panel All Female 513 71 548 770 128 845 Male 2,507 135 2,550 3,831 271 4,005 Unknown 280 8 284 437 18 452 Total 3,300 214 3,382 5,038 417 5,302 Female (%) 17.0% 34.5% 17.7% 16.7% 32.1% 17.4% 

Returned Reviewsd Requests for Reviewsd

Gender Ad Hoc Panel All Ad Hoc Panel All Female 913 653 1,566 1,385 2,897 4,282 Male 4,194 1,054 5,195 6,448 4,940 11,388 Unknown 361 59 418 552 319 871 Total 5,468 1,766 7,179 8,385 8,156 16,541 Female (%) 17.9% 38.3% 23.2% 17.7% 37.0% 27.3% Female/Male Workload Ratio Ad Hoc Panel All Ad Hoc Panel All Proposals/Female Reviewers 1.78 9.20 2.86 1.80 22.63 5.07 Proposals/Male Reviewers 1.67 7.81 2.04 1.68 18.23 2.84 Ratio 1.06 1.18 1.40 1.07 1.24 1.78 

* FY06, Proposal Reviewer and Panelist Gender and Workload, where the % Female numbers represent the contribution of females div

females. Those of unknown gender are excluded from the percent calculations as the Female/Male (F/M) ratio among these is assumed those of assigned gender. Also, the data indicate the number of individuals, some of who served as both Ad Hoc and Panel reviewers. number of reviewers does not equal the sum of females and males. This accounts for the F/M workload ratio of all reviewers and paneleither reviewers or panelists alone. Source: d. NSF Data. 
- 14 - 

Table 4. National Science Foundation, Division of Chemistry 

 Principal and Co-Principal Investigators by Gender, Race/Ethnicity and Disability  FY06 

By Declared Genderd No. % 

Female 411 17.6% Male 1,924 82.4% Total 2,404 By Race/Ethnicityd No. % 2000 U.S. Census %c* All Chemistry Ph.D.s 2003 %aAfrican American 44 1.8% 12.0% 1.9% Asian 243 10.1% 3.6% 18.0% Hawaiian/Pacific Islander 2 0.1% 0.1% NA** Hispanic 71 3.0% 12.5% 2.1% Native American 10 0.4% 0.9% 0.4% Some Other Race NA** NA** 5.5% 0.0% Unknown 68 2.8% NA** NA** White 1,963 81.8% 75.0% NA** Total 2,401 By Disabilityd No. % Hearing Impaired 11 0.7% Mobility Impaired 7 0.5% Vision Impaired 3 0.2% Other Impairment 5 0.3% None 1,472 98.3% Total 1,498 1.7% 

*Percentages calculated by dividing population of one race/ethnicity by total population. 

** Not Available Sources: a. National Science Foundation/Division of Science Resources Statistics, 2003 Survey of Doctorate Recipients. 

c. 2000 U.S. Census. d. NSF Data.
- 15 - 

Table 5. Selected Characteristics of Civilians 25 to 64 Years Old With a Work Disability, by Educational Attain

 2005 (Numbers in Thousands) 

No. with No. with No No. wi

Total No. Disability % Severe Disability % Severe Dis

25 to 64 years old 153,434 17,948 11.7% 4,904 3.2% High school graduate 47,945 6,849 14.3% 1,651 3.4% Associate's degree or some college with no degree 41,238 4,361 10.6% 1,583 3.8% Bachelor's degree or more 45,401 2,343 5.2% 1,077 2.4% 

A severe disability is essentially one that prevents a person from working; see http://www.census.gov/hhes/www/disability/cps/cpstable

Source: http://www.census.gov/hhes/www/disability/cps/cps105.html. 

Table 6. Demographics of 2007 CHE Committee of Visitors 

Gender/Race/Ethnicity 

2000 

U.S. 

Census

% of 

COV 

Members

No. of 

COV 

Members

Male 49% 59% 17 

Female 51% 41% 12 

African American ( C) 12.0% 10% 3 

Asian (B) 3.6% 7% 2 

Hawaiian/Pac Isl (HA) 0.1% 3% 0 

Native American (NA) 0.9% 7% 2 

Hispanic (H) 12.5% 17% 5 

White (W) 75% 55% 16 
- 16 - 

Appendix III. Additional Resources 

NSF Strategic Plans 

2003-2008 http://www.nsf.gov/pubs/2004/nsf04201/FY2003-2008.pdf

2003-2011 http://www.nsf.gov/pubs/2006/nsf0648/nsf0648.jsp

NSF Proposal and Award Manual (PAM) 

http://www.inside.nsf.gov//pubs/pam/pam1205/toc.htm

NSF Human Capital Management Plan 2003 

http://www.inside.nsf.gov/oirm/hrm/wpab/human_capital/human_capital_management_plan_ver

sion_final_12.31.03.doc

NSF GPRA Performance Report 

http://www.nsf.gov/about/performance/index.jsp

http://www.nsf.gov/pubs/2007/nsf0701/toc.jsp

NSF Gender Equity Workshop 

http://www.chem.harvard.edu/groups/friend/GenderEquityWorkshop/

ADVANCE Websites www.advance-portal.net

U Michigan http://Sitemaker.umich.edu/advance Georgia Tech http://www.advance.gatech.edu

U Washington http://www.engr.washington.edu/advance/ U Wisconsin http://wiseli.engr.wisc.edu

Federal Statutory Definitions of Disability 

http://www.icdr.us/documents/definitions.htm

CAWMSET Report 

http://www.nsf.gov/od/cawmset/

Diversity in the Sciences: Action Plans 2006 

http://www.williams.edu/biology/divsciences/

Donna Nelson’s Chemistry Top 50: 

http://cheminfo.chem.ou.edu/faculty/djn/diversity/top50.html

ACS 2006 Employment & Salary Survey 

http://pubs.acs.org/cen/employment/84/8438salary.html

Tutorials for Change: Gender Schemas & Science Careers 

http://www.hunter.cuny.edu/gendertutorial/tutorials.htm

STRIDE Faculty Recruitment Workshops 

http://www.umich.edu/~advproj/handbook.pdf

Implicit Association Tests 

https://implicit.harvard.edu/implicit/australia/selectatest.jsp
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