our Nation’s universities and 4-year colleges. Black 
and Hispanic faculty together hold about 6.8 percent 
of all tenured and tenure-track positions and 7.5 
percent of full professor positions. Many of the num-
bers in the American Indian or Alaskan Native and 
Native Hawaiian or Other Pacific Islander cat-
egories for different faculty ranks were too small for 
the National Science Foundation to report publicly 
without potentially compromising confidential infor-
mation about the individuals being surveyed. 
(8) The representation of women is especially 
low at our Nation’s top research universities. Even 
in the biological sciences, in which women now earn 
more than 50 percent of the doctorates and passed 
the 25 percent level 37 years ago, women make up 
only 25 percent of the full professors at the approxi-
mately 100 most research-intensive universities in 
the United States. In the physical sciences and 
mathematics, women make up only 11 percent of full 
professors, in computer sciences only 10 percent, 
and across engineering fields only 7 percent. The 
data suggest that approximately 6 percent of all ten-
ure-track STEM faculty members at the most re-
search-intensive universities are from underrep-
resented minority groups, but in some fields the 
numbers are too small to report publicly. 
(9) By 2050, underrepresented minorities will 
comprise 52 percent of the college-age population of 
the United States. If the percentage of female stu-
dents and students from underrepresented minority 
groups earning bachelor’s degrees in STEM fields 
does not significantly increase, the United States 
will face an acute shortfall in the overall number of 
students who earn degrees in STEM fields just as 
United States companies are increasingly seeking 
students with those skills. With this impending 
shortfall, the United States will almost certainly lose 
its competitive edge in the 21st century global econ-
omy. 
(10) According to a 2014 Association for 
Women in Science survey of over 4,000 scientists 
across the globe, 70 percent of whom were men, 
STEM researchers face significant challenges in 
work-life integration. Researchers in the United 
States were among the most likely to experience a 
conflict between work and their personal life at least 
weekly. One-third of researchers surveyed said that 
ensuring good work-life integration has negatively 
impacted their careers, and, of researchers intending
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-
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.
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-
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
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
(2) broadly disseminate such policies to current 
and potential grantees. 
(d) DATA
ON USAGE.—Federal science agencies 
shall— 
(1) collect data on the usage of the policies 
under subsection (c), by gender, at both institutions 
of higher education and Federal laboratories; and 
(2) report such data on an annual basis to the 
Director in such form as required by the Director. 
SEC. 4. COLLECTION AND REPORTING OF DATA ON FED-
ERAL RESEARCH GRANTS. 
(a) COLLECTION OF DATA.— 
(1) IN GENERAL.—Each Federal science agency 
shall collect, as practicable, with respect to all appli-
cations for merit-reviewed research and development 
grants to institutions of higher education and Fed-
eral laboratories supported by that agency, the 
standardized record-level annual information on de-
mographics, primary field, award type, institution 
type, review rating, budget request, funding out-
come, and awarded budget. 
(2) UNIFORMITY AND STANDARDIZATION.—The 
Director, in consultation with the Director of the 
National Science Foundation, shall establish a policy
to ensure uniformity and standardization of the data 
collection required under paragraph (1). 
(3) RECORD-LEVEL DATA.— 
(A) REQUIREMENT.—Beginning not later 
than 2 years after the date of the enactment of 
this Act, and on an annual basis thereafter, 
each Federal science agency shall submit to the 
Director of the National Science Foundation 
record-level data collected under paragraph (1) 
in the form required by such Director. 
(B) PREVIOUS DATA.—As part of the first 
submission under subparagraph (A), each Fed-
eral science agency, to the extent practicable, 
shall also submit comparable record-level data 
for the 5 years preceding the date of such sub-
mission. 
(b) REPORTING OF DATA.—The Director of the Na-
tional Science Foundation shall publish statistical sum-
mary data, as practicable, collected under this section, 
disaggregated and cross-tabulated by race, ethnicity, gen-
der, and years since completion of doctoral degree, includ-
ing in conjunction with the National Science Foundation’s 
report required by section 37 of the Science and Tech-
nology Equal Opportunities Act (42 U.S.C. 1885d; Public 
Law 96–516).
SEC. 5. POLICIES FOR REVIEW OF FEDERAL RESEARCH 
GRANTS. 
(a) IN GENERAL.—Each Federal science agency shall 
implement the policy recommendations with respect to re-
ducing the impact of implicit bias at Federal science agen-
cies and grantee institutions as developed by the Office 
of Science and Technology Policy in the 2016 report enti-
tled ‘‘Reducing the Impact of Bias in the STEM Work-
force’’ and any subsequent updates. 
(b) PILOT ACTIVITY.—In consultation with the Na-
tional Science Foundation and consistent with policy rec-
ommendations referenced in subsection (a), each Federal 
science agency shall implement a 2-year pilot orientation 
activity for program officers and members of standing re-
view committees to educate reviewers on research related 
to, and minimize the effects of, implicit bias in the review 
of extramural and intramural Federal research grants. 
(c) ESTABLISHMENT OF POLICIES.—Drawing upon 
lessons learned from the pilot activity under subsection 
(b), each Federal science agency shall maintain or develop 
and implement evidence-based policies and practices to 
minimize the effects of implicit bias in the review of extra-
mural and intramural Federal research grants. 
(d) ASSESSMENT
OF POLICIES.—Federal science 
agencies shall regularly assess, and amend as necessary, 
the policies and practices implemented pursuant to sub-
section (c) to ensure effective measures are in place to 
minimize the effects of implicit bias in the review of extra-
mural and intramural Federal research grants. 
SEC. 6. COLLECTION OF DATA ON DEMOGRAPHICS OF FAC-
ULTY. 
(a) COLLECTION OF DATA.— 
(1) IN GENERAL.—Not later than 3 years after 
the date of enactment of this Act, and at least every 
5 years thereafter, the Director of the National 
Science Foundation shall carry out a survey to col-
lect data from grantees on the demographics of 
STEM faculty, by broad fields of STEM, at dif-
ferent types of institutions of higher education. 
(2) CONSIDERATIONS.—To the extent prac-
ticable, the Director of the National Science Foun-
dation shall consider, by gender, race, ethnicity, citi-
zenship status, and years since completion of doc-
toral degree— 
(A) the number and percentage of faculty; 
(B) the number and percentage of faculty 
at each rank; 
(C) the number and percentage of faculty 
who are in nontenure-track positions, including 
teaching and research;
(D) the number and percentage of faculty 
who are reviewed for promotion, including ten-
ure, and the percentage of that number who are 
promoted, including being awarded tenure; 
(E) faculty years in rank; 
(F) the number and percentage of faculty 
to leave tenure-track positions; 
(G) the number and percentage of faculty 
hired, by rank; and 
(H) the number and percentage of faculty 
in leadership positions. 
(b) EXISTING SURVEYS.—The Director of the Na-
tional Science Foundation, may, in modifying or expand-
ing existing Federal surveys of higher education (as nec-
essary)— 
(1) take into account the considerations under 
subsection (a)(2) by collaborating with statistical 
centers at other Federal agencies; or 
(2) award a grant or contract to an institution 
of higher education or other nonprofit organization 
to take such considerations into account. 
(c) REPORTING DATA.—The Director of the National 
Science Foundation shall publish statistical summary data 
collected under this section, including as part of the Na-
tional Science Foundation’s report required by section 37
of the Science and Technology Equal Opportunities Act 
(42 U.S.C. 1885d; Public Law 96–516). 
(d) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Director of the 
National Science Foundation $3,000,000 in each of fiscal 
years 2022 through 2024 to develop and carry out the 
initial survey required under subsection (a). 
SEC. 7. CULTURAL AND INSTITUTIONAL BARRIERS TO EX-
PANDING 
THE 
ACADEMIC 
AND 
FEDERAL 
STEM WORKFORCE. 
(a) BEST PRACTICES AT INSTITUTIONS OF HIGHER 
EDUCATION AND FEDERAL LABORATORIES.— 
(1) DEVELOPMENT OF GUIDANCE.—Not later 
than 12 months after the date of enactment of this 
Act, the Director, in consultation with the inter-
agency working group on inclusion in STEM, shall 
develop written guidance for institutions of higher 
education and Federal laboratories on the best prac-
tices for— 
(A) conducting periodic climate surveys of 
STEM departments and divisions, with a par-
ticular focus on identifying any cultural or in-
stitutional barriers to the recruitment, reten-
tion, or advancement of women, racial and eth-
nic minorities, and other groups historically
underrepresented in STEM studies and careers; 
and 
(B) providing educational opportunities, in-
cluding workshops as described in subsection 
(b), for STEM faculty, research personnel, and 
administrators to learn about current research 
on implicit bias in recruitment, evaluation, and 
promotion of undergraduate and graduate stu-
dents and research personnel. 
(2) EXISTING
GUIDANCE.—In developing the 
guidance under paragraph (1), the Director shall 
utilize guidance already developed by Federal science 
agencies. 
(3) DISSEMINATION
OF
GUIDANCE.—Federal 
science agencies shall broadly disseminate the guid-
ance developed under paragraph (1) to institutions 
of higher education that receive Federal research 
funding and Federal laboratories. 
(4) ESTABLISHMENT OF POLICIES.—Consistent 
with the guidance developed under paragraph (1)— 
(A) the Director of the National Science 
Foundation shall develop a policy that— 
(i) applies to, at a minimum, doctoral 
degree granting institutions that receive 
Federal research funding; and
(ii) requires each such institution, not 
later than 3 years after the date of enact-
ment of this Act, to report to the Director 
of the National Science Foundation on ac-
tivities and policies developed and imple-
mented based on the guidance developed 
under paragraph (1); and 
(B) each Federal science agency with a 
Federal laboratory shall maintain or develop 
and implement practices and policies for the 
purposes described in paragraph (1) for such 
laboratory. 
(b) WORKSHOPS TO ADDRESS CULTURAL BARRIERS 
TO EXPANDING THE ACADEMIC AND FEDERAL STEM 
WORKFORCE.— 
(1) IN
GENERAL.—Not later than 6 months 
after the date of enactment of this Act, the Director, 
in consultation with the interagency working group 
on inclusion in STEM, shall recommend a uniform 
policy for Federal science agencies to carry out a 
program of workshops that educate STEM depart-
ment chairs at institutions of higher education, sen-
ior managers at Federal laboratories, and other fed-
erally funded researchers about methods that mini-
mize the effects of implicit bias in the career ad-
vancement, including hiring, tenure, promotion, and 
selection for any honor based in part on the recipi-
ent’s research record, of academic and Federal 
STEM researchers. 
(2) INTERAGENCY COORDINATION.—The Direc-
tor shall, to the extent practicable, ensure that work-
shops supported under this subsection are coordi-
nated across Federal science agencies and jointly 
supported as appropriate. 
(3) MINIMIZING COSTS.—To the extent prac-
ticable, workshops shall be held in conjunction with 
national or regional STEM disciplinary meetings to 
minimize costs associated with participant travel. 
(4) PRIORITY FIELDS FOR ACADEMIC PARTICI-
PANTS.—In considering the participation of STEM 
department chairs and other academic researchers, 
the Director shall prioritize workshops for the broad 
fields of STEM in which the national rate of rep-
resentation of women among tenured or tenure-track 
faculty or nonfaculty researchers at doctorate-grant-
ing institutions of higher education is less than 25 
percent, according to the most recent data available 
from the National Center for Science and Engineer-
ing Statistics.
(5) ORGANIZATIONS ELIGIBLE TO CARRY OUT 
WORKSHOPS.—A Federal science agency may carry 
out the program of workshops under this subsection 
by making grants to organizations made eligible by 
the Federal science agency and any of the following 
organizations: 
(A) Nonprofit scientific and professional 
societies and organizations that represent one 
or more STEM disciplines. 
(B) Nonprofit organizations that have the 
primary mission of advancing the participation 
of women, minorities, or other groups histori-
cally underrepresented in STEM. 
(6) CHARACTERISTICS
OF
WORKSHOPS.—The 
workshops shall have the following characteristics: 
(A) Invitees to workshops shall include at 
least— 
(i) the chairs of departments in the 
relevant STEM discipline or disciplines 
from doctoral degree granting institutions 
that receive Federal research funding; and 
(ii) in the case of Federal laboratories, 
individuals with personnel management re-
sponsibilities comparable to those of an in-
stitution of higher education department 
chair. 
(B) Activities at the workshops shall in-
clude research presentations and interactive dis-
cussions or other activities that increase the 
awareness of the existence of implicit bias in re-
cruitment, hiring, tenure review, promotion, and 
other forms of formal recognition of individual 
achievement for faculty and other federally 
funded STEM researchers and shall provide 
strategies to overcome such bias. 
(C) Research presentations and other 
workshop programs, as appropriate, shall in-
clude a discussion of the unique challenges 
faced by different underrepresented groups, in-
cluding minority women, minority men, persons 
from rural and underserved areas, persons with 
disabilities, gender and sexual minority individ-
uals, and first generation graduates in research. 
(D) Workshop programs shall include in-
formation on best practices for mentoring un-
dergraduate, 
graduate, 
and 
postdoctoral 
women, minorities, and other students from 
groups historically underrepresented in STEM.
(7) DATA ON WORKSHOPS.—Any proposal for 
funding by an organization seeking to carry out a 
workshop under this subsection shall include a de-
scription of how such organization will— 
(A) collect data on the rates of attendance 
by invitees in workshops, including information 
on the home institution and department of 
attendees, and the rank of faculty attendees; 
(B) conduct attitudinal surveys on work-
shop attendees before and after the workshops; 
and 
(C) collect follow-up data on any relevant 
institutional policy or practice changes reported 
by attendees not later than 1 year after attend-
ance in such a workshop. 
(8) REPORT TO NSF.—Organizations receiving 
funding to carry out workshops under this sub-
section shall report the data required in paragraph 
(7) to the Director of the National Science Founda-
tion in such form as required by such Director. 
(c) REPORT TO CONGRESS.—Not later than 4 years 
after the date of enactment of this Act, the Director of 
the National Science Foundation shall submit a report to 
Congress that includes—