2026 ASEE Annual Conference & Exposition

The recent changes in federal support for broadening participation and diversity, equity, and inclusion (DEI) initiatives within academia may have long‑term impacts. As part of a larger research project, 20 interviews asked women to share stories of their STEM journeys in academia. Interview prompts included questions such as: In what ways have your unique multiple identities been assets or presented unique opportunities or challenges in academia? Can you share experiences where you felt like your identity was supported and celebrated in the academy? The women who participated in the interviews represented a range of career stages, STEM disciplines, and racial/ethnic identities. For example, two were completing their PhD, while all others had earned a PhD in a STEM field (e.g., engineering, public health, physics). Most were faculty (assistant to full professors), including two department chairs and a Dean; 17 participants identified as women of color. Across these journeys, programs specifically intended for women and/or underrepresented groups played important roles in supporting participants’ success, which interview analysis grouped into four interrelated themes: belonging/community, structural access/opportunity, material support, and, in some cases, turning points. At the undergraduate level, participants described targeted scholarships, summer research programs, and student organizations that supported persistence in STEM. At the graduate level, fellowships, traineeships, and cohort‑based mentoring programs facilitated access to resources, networks, and professional socialization. For postdoctoral scholars and early‑career faculty, professional development workshops, ADVANCE programs, and cohort hiring initiatives fostered community while expanding access to professional and leadership networks. Mid‑ and senior‑career faculty described grants supporting students, as well as leadership development and mentoring networks, as critical mechanisms for sustaining careers and giving back to subsequent cohorts. Many of these programs operated at national or cross‑institutional levels, enabling individuals who were isolated within their departments or disciplines to find community and opportunity. The paper concludes by considering what may be lost as many of these programs have recently been discontinued or changed.