3 students were selected to participate in a teaching and research experience focused on broadening participation of women and underrepresented groups in STEM. There are many boundaries to teaching STEM in the context of diversity, inclusion and equity. Mills is an all-women institution, one of the few in California or the United States at-large, also recognized as a Minority Serving Institution. To encourage and strengthen our STEM programs, we offer non-majors courses in these departments that are taught in a way to engage both declared STEM majors as well as non-majors throughout the college.

Teaching.
The three CaSGC fellowship awarded students were teaching assistants (TAs) for the course Astrobiogeochemistry, ENVS180A which is an upper division course that attracts students from a wide array of majors and year in school. The TAs actively organized review sessions and graded the homework. This course requires a written scientific proposal, and the TAs were instrumental in helping the students master the wide range of skills necessary for that project.

Research.
The three students were also engaged in research. This research portion of this project focused on addressing three key points:
1. Funding for STEM is key to changing the landscape.
2. Creating awareness about these problems is hard and will take a lot of time and many people.
3. Bringing our scientific training to bear by using data to understand the problem will make the difference.
Specifically, we focused on the role of unconscious bias and how that might be contributing to the inequitable distributions of support leading to overall homogeneous groups controlling STEM. We posit that this will continue to exclude women and underrepresented groups from not only financial support, but also the opportunities and exposure to gain success and access to STEM professions. In particular to note, small liberal arts colleges produce an abundance of thought and engineering leaders around the world. Many Mills students, if not all, go on for graduate degrees including engineering, at top universities around the country. Historically, Mills has even had 3+2 programs leading to both an undergrad from Mills and an engineering degree from elsewhere, something common for many liberal arts colleges. While it is well documented that
students with a small liberal arts background, including women colleges, go on to graduate programs in STEM both in science and engineering.

Our analyses suggest that women more often than men are unemployed for family responsibilities and in industry or business settings, women hold fewer senior-level positions when employed. In the private sector, members of underrepresented groups are far less represented at senior management levels as well. Suggesting that women, for gender normative reasons, and underrepresented groups are often not going to be in positions of authority and decision makers. We also collected data looking at STEM coursework in higher education. Over a cross section of higher education, biology is far overrepresented in terms of available courses at women colleges as compared to R1 universities or other co-ed liberal arts colleges. Interestingly, computer science courses are becoming more accessible to women in terms of coursework at womenÃÃâs college. However, the overall trend suggests that women on average will have less access and opportunity to be exposed to the ÃÃâhardÃÃâ natural sciences in higher education settings. Finally, we looked at the prevalence of funding for STEAM projects noted because this approach has been thought to be more inclusive for women and underrepresented
groups. However, these data show that overall more funding is given to institutions that are not focused on supporting women and underrepresented groups which will likely exclude the groups that the projects are intended to support.