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Although more women than men are enrolled in college within the United States, women remain underrepresented in critical areas of study such as science, technology, engineering, and mathematics (STEM). This is particularly concerning given that STEM fi elds of study are vital to the economic growth and workforce development within the United States (Commission on Professionals in Science and Technology, 2006; National Science Board, 2006). In order for the United States to maintain its status as a competitor in addressing global issues, it will be imperative to increase and diversify the U.S. STEM workforce. The loss of women in STEM fi elds at critical junctures of the education pipeline has received national attention over the past few decades, and federal support has been earmarked for attracting and retaining women and other underrepresented populations in STEM fi elds. Although it is true that women have made gains in bachelor' s degree attainment in STEM over the past thirty years, a closer look at the data shows that they have not reached parity with their male counterparts. A critical issue of concern is the high number of women who enter college with an interest in STEM and the low number of women who actually complete a STEM bachelor' s degree six years later (Huang, Taddese, and Walter, 2000). Literature on Women in STEMThere is a vast amount of empirical literature on the status and experiences of women in STEM in response to the national attention directed toward

This chapter examines the retention and degree completion of doctoral women in the science fields. The research shows that the lower degree completion rate for women may be a result of fewer opportunities for research assistantships.

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