The question of “Who is Minding the Gap?” is particularly timely and relevant to our national science, technology, engineering, and mathematics (STEM) higher education reform efforts because the retention and persistence of an ever increasing number of women in STEM at the baccalaureate level is heavily dependent upon the number of women faculty represented at all professorial levels in STEM fields. Recent literature supports this notion and suggests that a critical mass of women faculty in postsecondary STEM education is necessary to adequately support the needs of women undergraduate students. In fact, Bettinger and Long (2005) have shown that one of the greatest influences on and determinants of success in STEM disciplines for women students is access to same-gender role models. Additionally, O’Neill (2002) reports that same-gender and same-race mentoring often involves stronger psychosocial support that may yield better career outcomes. Who is Minding the Gap
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