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to leave their current job within the next year, 9 
percent indicated it was because they were unable to 
balance work and life demands. 
(11) Female students and students from under-
represented minority groups at institutions of higher 
education who see few others ‘‘like themselves’’ 
among faculty and student populations often do not 
experience the social integration that is necessary for 
success in all disciplines, including STEM. 
(12) One in five children in the United States 
attend school in a rural community. The data shows 
that rural students are at a disadvantage with re-
spect to STEM readiness. Among STEM-interested 
students, 17 percent of students in rural high 
schools and 18 percent of students in town-located 
high schools meet the ACT STEM Benchmark, com-
pared with 33 percent of students in suburban high 
schools and 27 percent of students in urban high 
schools. 
(13) A substantial body of evidence establishes 
that most people hold implicit biases. Decades of 
cognitive psychology research reveal that most peo-
ple carry prejudices of which they are unaware but 
that nonetheless play a large role in evaluations of 
people and their work. Unintentional biases and out-
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moded institutional structures are hindering the ac-
cess and advancement of women, minorities, and 
other groups historically underrepresented in STEM. 
(14) Workshops held to educate faculty about 
unintentional biases have demonstrated success in 
raising awareness of such biases. 
(15) In 2012, the Office of Diversity and Equal 
Opportunity of the National Aeronautics and Space 
Administration (in this Act referred to as ‘‘NASA’’) 
completed a report that— 
(A) is specifically designed to help NASA 
grant recipients identify why the dearth of 
women in STEM fields continues and to ensure 
that it is not due to discrimination; and 
(B) provides guidance that is usable by all 
institutions of higher education receiving sig-
nificant Federal research funding on how to 
conduct meaningful self-evaluations of campus 
culture and policies. 
(16) The Federal Government provides 55 per-
cent of research funding at institutions of higher 
education and, through its grant-making policies, 
has had significant influence on institution of higher 
education policies, including policies related to insti-
tutional culture and structure. 
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SEC. 2. PURPOSES. 
The purposes of this Act are as follows: 
(1) To ensure that Federal science agencies and 
institutions of higher education receiving Federal re-
search and development funding are fully engaging 
the entire talent pool of the United States. 
(2) To promote research on, and increase un-
derstanding of, the participation and trajectories of 
women, minorities, and other groups historically 
underrepresented in STEM studies and careers, in-
cluding persons with disabilities, older learners, vet-
erans, and rural, poor, and tribal populations, at in-
stitutions of higher education and Federal science 
agencies, including Federal laboratories. 
(3) To raise awareness within Federal science 
agencies, including Federal laboratories, and institu-
tions of higher education about cultural and institu-
tional barriers limiting the recruitment, retention, 
promotion, and other indicators of participation and 
achievement of women, minorities, and other groups 
historically underrepresented in academic and Gov-
ernment STEM research careers at all levels. 
(4) To identify, disseminate, and implement 
best practices at Federal science agencies, including 
Federal laboratories, and at institutions of higher 
education to remove or reduce cultural and institu-
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tional barriers limiting the recruitment, retention, 
and success of women, minorities, and other groups 
historically underrepresented in academic and Gov-
ernment STEM research careers. 
(5) To provide grants to institutions of higher 
education to recruit, retain, and advance STEM fac-
ulty members from underrepresented minority 
groups and to implement or expand reforms in un-
dergraduate STEM education in order to increase 
the number of students from underrepresented mi-
nority groups receiving degrees in these fields. 
SEC. 3. FEDERAL SCIENCE AGENCY POLICIES FOR CARE-
GIVERS. 
(a) OSTP GUIDANCE.—Not later than 6 months 
after the date of enactment of this Act, the Director, in 
consultation with relevant agencies, shall provide guidance 
to each Federal science agency to establish policies that— 
(1) apply to all— 
(A) research awards granted by such agen-
cy; and 
(B) principal investigators of such research 
and their trainees, including postdoctoral re-
searchers and graduate students, who have 
caregiving responsibilities, including care for a 
newborn or newly adopted child and care for an 
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immediate family member who is sick or dis-
abled; and 
(2) provide— 
(A) flexibility in timing for the initiation of 
approved research awards granted by such 
agency; 
(B) no-cost extensions of such research 
awards; 
(C) grant supplements, as appropriate, to 
research awards for research technicians or 
equivalent positions to sustain research activi-
ties conducted under such awards; and 
(D) any other appropriate accommodations 
at the discretion of the director of each such 
agency. 
(b) UNIFORMITY OF GUIDANCE.—In providing guid-
ance under subsection (a), the Director shall encourage 
uniformity and consistency in the policies established pur-
suant to such guidance across all Federal science agencies. 
(c) ESTABLISHMENT OF POLICIES.—Consistent with 
the guidance under subsection (a), Federal science agen-
cies shall— 
(1) maintain or develop and implement policies 
for individuals described in paragraph (1)(B) of 
such subsection; and 
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