Mothers Who Are Chemists in American Academe: Resources To

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Chapter 3

Mothers Who Are Chemists in American Academe: Resources To Support Academic Parents in Chemistry Kimberly A. Woznack* Associate Professor, Department of Chemistry & Physics, California University of Pennsylvania, 250 University Avenue, California, Pennsylvania 15419 *E-mail: [email protected].

In this chapter, the author investigates the unique challenges and rewards available to chemists in academia. The author considers individuals who identify as professors, chemists, women, or parents, and the different roles that exist at the intersections of these identifiers. While there may be some unique challenges for each group, there is also substantial overlap in experiences of related individuals. The author then places a particular emphasis on women’s experiences in chemistry, especially in academia. She discusses the challenges and opportunities of these various individuals, and provides comments and suggestions from the literature for those seeking to learn more about them. She also provides information on resources available and considers proposed solutions to the individuals in several categories who face particular challenges. The article is amply referenced with books and publications from the literature.

Introduction This chapter investigates the unique challenges and rewards available to chemists in academia. In particular, I want to highlight some of the literature that would be helpful to various specific affinity groups at the intersection of gender, profession, parental status, and discipline. I felt it best to include a Venn diagram © 2015 American Chemical Society Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


(1) to help the reader follow the various groups described in the current literature (Figure 1). While there may be some unique challenges for each group, there is also substantial overlap in experiences of related individuals, so readers are encouraged to explore all of the literature.

Figure 1. Venn diagram annotated with four different sets: Professor, Chemist, Woman and Parent (1).

In the Venn diagram in Figure 1, there are 15 different distinct areas or regions. Since one of the four categories chosen is the female gender (Region 3), then the other areas outside of this set contain people who are not identified as women. It could be suggested that those other regions are by default men or males. I choose not to label these regions as male to allow for inclusion of individuals who do not consider themselves part of a binary gender system but rather fall somewhere else on a gender continuum. One of the four sets chosen contains individuals who identify as parents (Region 4). This is also intended to be inclusive of all individuals identifying themselves as parents, including, but not limited to biological, adoptive, foster, step-parents, and others. It should be of note that there is no physical meaning or relationship to be drawn from the area of each numbered region; i.e., regions with larger geometric areas do not necessarily represent a larger number of individuals. 36 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


This chapter places a large emphasis on women chemists. Why have I chosen to focus on women chemists? One reason is that I, myself, am a woman chemist. I consider myself an inorganic chemist, a chemical educator and, only more recently, an accidental gender studies scholar. The second reason for choosing this focus is that women are still underrepresented in many sciences, predominantly in the physical sciences, including chemistry. The National Science Foundation recently published data from the Survey of Doctoral Recipients from U.S. Universities (2013) (2). The results showed that the percentage of female doctorates in the physical sciences has climbed slowly, but steadily in the last two decades. In 1983, women earned 13.9% of the doctorates in physical sciences, while in 2013 women earned 29.1% of the doctorates in physical sciences. When the demographics of the 2013 earned doctorates in chemistry are examined more closely, women earned 39.6% of the chemistry doctorates. Diversity statistics on the American Chemical Society (ACS) website indicate that in 2010, the membership of the ACS was only 21.3% female (3). Because the four main sets (Regions 1-4) are so broad, it is difficult to generalize the literature on each group. I have cited some professional societies that serve the populations in these broad areas. There are many professional societies supporting careers in the “Ivory Tower” (Region 1: the Professoriate) (4). Our very own American Chemical Society (ACS) exists to support chemists (Region 2) (5). There is an entire academic discipline devoted to Women’s Studies (Region 3) (6) and exhaustive literature on parenting issues (Region 4). Region 5 contains individuals who identify as non-female (predominantly male) chemistry professors, without children. The impact children have on an individual’s academic success will be described later in detail.

Women Chemists (Region 6) There are several, wonderful history books which highlight the accomplishments of the first women in chemistry around the world. “European Women in Chemistry” (edited by Apotheker and Sarkadi), includes chapters highlighting women, such as Marie Lavoisier, Agnes Pockels, Gertrud Kornfield, Katharine Burr Blodgett, as well as Marie and Irene Curie (7). Other texts, such as “Women in Chemistry” and “Chemistry Was Their Life: Pioneering British Women Chemists, 1880-1949” both written by Marelene and Geoffrey Rayner-Canham (8, 9) also highlight many female chemistry pioneers (not exclusively European). Miss Jeannette Brown, organic chemist, scholar and ACS and Association of Women In Science (AWIS) Fellow, published her book, “African American Women Chemists” in 2012 (10). Her book includes detailed, meticulously-referenced biographies from many highly accomplished, pioneering, African American women chemists, including Dr. Marie Maynard Daly, the first African American woman to earn her Ph.D. in chemistry. Also included are the biographies of Dr. Johnnie Hines Watts Prothro, Dr. Esther A. H. Hopkins, and Dr. Reatha Clark King, to name a few. Miss Brown also includes the story of 37 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


her personal experience as an African American woman chemist, as well as a fantastic timeline of the history of the women in the book. I want to acknowledge the work of the ACS Women Chemists Committee, also known as WCC (11). The WCC mission is to be leaders in attracting, developing, promoting, and advocating for women in the chemical sciences, in order to make a positive impact on the profession and society. The WCC has several initiatives aimed at bolstering the professional development and recognition of female chemists at all career stages. At each ACS National Meeting, the WCC hosts programs to recognize the accomplishments of amazing women chemists and explore issues of interest to women chemists. While membership on this national committee is limited to appointed members and associate members, the programs run at national meetings and the award programs are open to all women chemists. In addition to this national ACS WCC, many ACS local sections also have local or regional WCC groups working to provide a support system for women chemists and encourage women pursue careers in chemistry. I also want to mention that the ACS Division of Professional Relations (PROF) also has a subgroup for Women Chemists (12). All women chemists are invited to join this subgroup of the PROF. In addition, the WCC collaborates with PROF on many national meeting symposia of interest to women chemists.

Mothers, Especially Working Mothers (Region 7) There has been extensive research and writing on the challenges faced by working mothers. I will mention only a few of these here. All working mothers, whether chemist/non-chemists, or faculty/non-faculty face challenges, in part because they more often do a larger percentage of the dependent care and housework. In her book, “Opting Out?”, author Pamela Stone explores reasons why professional women are opting to quit their careers and stay home with their children (13). This is perhaps in response to a media-promoted myth that highly-educated, upper-middle class women in successful professional careers were choosing to stay at home because of a return to traditionalism. Stone conducted her research by interviewing 54 women who had interrupted their successful careers to stay at home with their children. Stone’s interviews were relatively unstructured, and aimed to determine what factors contributed to each individual woman’s decision to leave the workforce. Stone found that while the media spun high profile cases of successful women leaving as a result of their family life, most of the women she spoke with, in fact reported job-related factors as strong contributors to their decision to stay-at-home. I recommend this reading for working mothers in professional fields who may be considering leaving the workforce for any amount of time. In her final chapter, Stone includes policy recommendations related to work. I suggest this reading for managers who may be supervising working mothers. 38 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


Accomplished economics journalist, Ann Crittenden, explores the undervalued role of mothers in her book, “The Price of Motherhood” (14). Crittenden challenges the social stereotypes that stay-at-home mothers are not “working,” and rather are doing one of the most important jobs, which has the largest overall impact on human society. She goes about describing the various aspects to motherhood and the challenges all mothers face, as they appear through the eyes of a judgmental society. Crittenden’s book is full of examples of how the current structures of professions are generally unfriendly to professionally employed parents, for both men and women. In the world described by Crittenden, paid-work environments are very unforgiving for parents who want to spend time with their children, and society has invented the fictitious “unproductive” housewife who stays home without completing any “productive” results. It is worth mentioning that one field of study that could be considered a sub-discipline of Women’s Studies is the research focused specifically on motherhood. The website for the Motherhood Initiative for Research & Community Involvement lists a huge array of publications focused on various aspects of motherhood (15).

Woman Professor (Region 8) Most women employed in academia during the last two decades have Bernice Sandler to thank, even though they may not have ever heard her name or recognize her story to fight for equal rights for women in higher education (16). I am one of those women obtaining a tenure-track position at the rank of assistant professor who was unaware of the work of Bernice Sandler and other women who fought for a woman’s right to join the professoriate. While I would not have considered myself a feminist fifteen years ago, hearing the “f-word” for me certainly conjured up a mental image of 1960’s bra-burners. I was not the only female chemistry major at my institution, and I had one female chemistry professor join the department during my senior year. I graduated with my Bachelor of Science degree in the late 1990’s and started looking at graduate schools. When I was looking at graduate schools, I encountered a female faculty member who had recently switched research institutions. She told me during my visit that no matter where I went to graduate school, I should never let anyone tell me that I could not complete my Ph.D. dissertation because I was a woman or let them give me the impression that women can not succeed in chemistry in graduate school. I was somewhat surprised at this warning, since my undergraduate studies seemed to go smoothly without detecting any directly overt bias or even any unconscious bias. It was through my experiences later as a faculty member, witnessing the very small number of women in the higher ranks of faculty and administration at many institutions, that I began to understand, or observe, the “leaky pipeline” and perhaps the impact of implicit unconscious bias and the difficult higher education policies for women and mothers who work in academe. The text, “Career Strategies for Women in Academe: Arming Athena”, provides an edited collection of contributions useful to those about to embark on 39 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


an academic career or who are already in an academic career (17). As a post-doc and aspiring academic, I made great use of this book. Of particular interest to me were the chapters, “Paying Athena: Statistics, Statutes, and Strategies” by Ellin Kofsky Scholnick, and “Money Matters: The Art of Negotiation for Women Faculty” by Suzanna Rose and Mona J. Danner (18, 19). One contribution, “Come and Be Black for Me” highlights the added challenges associated with the intersection of race and gender. Author Ethel Morgan Smith describes, with both honesty and humor, a typical day in the life of a female African-American faculty member and the plague of invitations she receives from white colleagues each February for Black History Month events (20). A book that I discovered early in my career as an assistant professor was, “The Family Track: Keeping Your Faculties while You Mentor, Nurture, Teach and Serve” (21). This text, edited by Constance Coiner and Diana Hume George includes a vast number of contributions from faculty members at various stages in their careers, both male and female. The contributions are overwhelmingly personal and include diverse contributions from people at various career stages and at various family stages. The work includes chapters from single mothers, a father who is the primary caregiver, adoptive parents, and faculty members caring for elderly family members, and same-sex couples raising children, to name a few. The stories are often very emotional and it is easy to empathize with the authors as you read their very personal accounts of the struggles they have to overcome. While some of the contributions in this text are clearly from mothers, this text doesn’t focus solely on mothers.

Chemist Parent (Region 9) Region 9 in the Venn diagram corresponds to non-female, non-academic, parents. The vast majority of these subjects will identify themselves as chemists and fathers who work outside of academe, perhaps in industry, government or non-profit. To my knowledge there has not been research on this specific demographic.

Professor Parent (Region 10) Region 10 in the Venn diagram corresponds to non-female, non-chemist professors who are parents. The vast majority of these will identify as fathers who are professors. Faculty fathers are highly represented and have historically been highly successful in a traditional academic setting. Just like mothers, fathers who are academics can also feel the stress of achieving the elusive work-life balance, especially when they may have a partner working full-time out of the home. “Papa, Ph.D.: Essays on Fatherhood by Men in the Academy” contains a diverse collection of contributed personal accounts from fathers who are professors (22). Published in 2010, this collection complements the previously published “Mama Ph.D.: Women Write About Motherhood and Academic Life” (23). 40 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


Woman Chemist Professor (Not Necessarily a Parent) (Region 11) It is important here to include a description of the ACS Symposium Series Book 929, “Are Women Achieving Equity in Chemistry?” edited by Cecilia Marzabadi, Valerie Kuck, Susan Nolan and Janine Buckner (24). This book grew out of an ACS symposium held at the 226th National meeting in New York City during the fall of 2003. While the title does not mention the specific focus on academics, the book aims to explore the reasons behind the lack of female representation among chemistry faculty members. The text includes contributions from both chemists and social scientists working to determine what factors play a role in why Ph.D. granting institutions typically have fewer than 15% female chemistry faculty members. This text is a must read for women who are already in academic careers, or chemistry faculty who serve on hiring/search committees. I believe it is important for women chemists (perhaps as part of the work of the ACS-WCC) to continue to monitor the status of women in both academe and industry. Because this Symposium occurred in 2003, it would be great to see if the percentages of women have increased since that time, and perhaps I am suggesting that WCC do a follow-up symposium for the 15 year anniversary of this previous symposium in approximately 2018.

Mother Chemist (Non-academic) (Region 12) While not focused specifically on the discipline of chemistry, “Motherhood, the Elephant in the Laboratory” contains a collection of contributed stories (edited by Emily Monosson) of scientists who are also mothers (25). The editor has grouped and ordered them chronologically (by decade) so that the reader might look for differences in experiences of those women who were obtaining their PhDs during the 1970s and graduates of more recent decades.

Mother Professor (Non-chemistry) (Region 13) Mentioned previously, “Mama, Ph.D.” describes the experiences of several mothers who are professors, while not necessarily the field of chemistry. In this section I would like to enthusiastically describe the work of Dr. Mary Ann Mason from the University of California- Berkeley School of Law. Mason and her co-workers have been doing research on family structures and the career success of women for over a decade (26). In their book, “Mothers on the Fast Track: How a New Generation Can Balance Family and Careers”, Mary Ann Mason and her daughter, Eve Mason Eckman, focus on what they classify as “Fast Track” careers: doctors, lawyers, professors, and executives in business and media (27). The book is divided into chronological chapters of career stages, “student years”, “make-or-break” years, and the period “beyond the glass ceiling”. While the book includes many different “fast track” careers, a large percentage of their discussion is specific to higher education faculty and I felt this was important to include here. In the section called, “The Door Not Opened: The Physical Sciences”, the authors describe the persisting stereotype that women are 41 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


somehow less able to achieve in mathematics and the sciences. They describe the stereotypical, unequal belief that mothers cannot be “serious scientists” because their research should be all consuming. The authors point out that this unfounded stereotype actually conflicts with the data that nearly 50% of male scientists become fathers after two years, while only 30% of women had children in the same time period. The authors describe the issue of the tenure decision being a “make-or-break” career event, and that many women have postponed having children, so as to avoid the risk of being taken less seriously. This make-or-break career chronology corresponds to a peak in women’s child-bearing years. The authors provide data from the University of California system on the percentage of faculty members having a biological child, broken down by age and gender. The chart shows quite clearly that women have the most children in the 38-40 year age group, while men tend to have children earlier and continue to have them at later ages in their lives. The authors describe how many mothers end up transitioning from a “Fast Track” to a “Second Tier”. The “Second Tier” for academics includes part-time and adjunct faculty members, among whom women are NOT underrepresented, but typically overrepresented. After a discussion on the very limited representation of women among the leaders in “Fast Track” careers (academic administrators) the authors wrap up with recommendations (for all career stages) on how to improve the system or transform the culture to better the workplace for both mothers and fathers in the “Fast Track.” The 2013 book by Mason and her co-workers, “Do Babies Matter? Gender and Family in the Ivory Tower” is focused exclusively on parenthood and academics (28). This research for this book was conducted for over a decade in the University of California system. Mason includes data showing that faculty careers are perceived to be unfriendly to family life among 70% of female graduate students and over 50% of male graduate students. Interestingly, the reasons men and women report for not having a child appear very different. While men report their level of income or their partner’s lack of interest as reasons for not having a child, women more frequently reported the high demands on their time, and worries about their work being taken less seriously. Mason and co-workers describe the difficulty of transitioning from either graduate school or a post-doc into tenure-track positions, for academic couples or for women who already have children and outdated stereotypes about her perceived lack of commitment to the profession. The authors report that women in the sciences with preschool children are 27% less likely to get tenure compared to a man with a small child. The same woman without a child is still 11% less likely than a male scientist. Women with small children are also 21% less likely than married, tenure-track men with young children to have their research supported by federal grants. Mason and her co-authors make recommendations about reforming or refining the tenure system instead of eliminating it. They suggest offering paid parental leave for both female and male parents, as well as the ability for the parent to stop the tenure clock. Faculty members (both male and female) need to take advantage of these new policies to change the culture to be more accepting of reformed policies. Mason also suggests adding in more flexibility to academic positions, perhaps allowing for part-time work pre- or post-tenure with options to return to a full time position. 42 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.

Chemist Parent Professor (Region 14) The vast majority of the individuals in this category will identify themselves as chemistry professors who are fathers. To my knowledge no specific text has been devoted to this group of people. Men with children have been historically quite successful in the physical sciences in academe as we have seen in the previous section.


Mother Chemist Professor (Region 15) My brother is a high-school English teacher. When I told him that I was writing a chapter for and co-editing a book, “Mom the Chemistry Professor” that focuses on the status of chemistry professors who are mothers, he admitted to me that he felt that was probably a very narrow audience on which to write (29). I have to agree that even in 2014, there are still not as many chemistry professors who are women as there are chemistry professors who are men. There are also not as many chemistry professors who are mothers as there are chemistry professors who are fathers. While the audience for this manuscript may be small, the fellow editors and I felt the message to women chemists who are undergraduates, graduate students, and post-docs was important. There are women who are currently enjoying successful careers as chemistry professors and who are also mothers enjoying successful parenting. The co-editors and I are pleased to share that we are already working on a second edition of “Mom the Chemistry Professor”. In our second edition, one of our goals is to include more contributions from women of increasingly diverse backgrounds, so as to inspire young women from all backgrounds themselves into careers in academia. The first edition of the book contains chapters from sixteen mothers who were courageous enough to share their stories of both the challenges they encountered (hostile workplace reactions upon sharing news of their pregnancy, miscarriages, taking leave to have a child without any “maternity leave”, balancing their own career with that of their spouse, divorce and single-parenting) as well as their successes (raising amazing children, earning their Ph.D., obtaining tenure, obtaining promotion, changing institutions, serving as department chair or as an administrator). The contributions in the book emphasize that the path to becoming a mother and chemistry professor may not be considered an easy or straightforward path, but all of the contributing authors indicate this is a path that, for them, has been an absolutely delightful combination.

Acknowledgments I would like to thank Dr. Marinda Li Wu for inviting me to contribute this work to this ACS Symposium Series book. It has been a pleasure working with her and assisting with the programming for the Women Leaders of the Global Chemistry Enterprise symposium at the Fall 2014 San Francisco National Meeting. I would also like to thank the leadership of the Women Chemists Committee (especially Amber Charlebois) for their support and encouragement as I volunteer for ACS. I would like to thank the co-editors of “Mom the Chemistry 43 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.

Professor”, Renée Cole, Cecilia Marzabadi and Gail Webster for their wonderful collaboration. Last and certainly not least, I need to thank my husband and family for their support that enables my own success as both a mother and a chemistry professor.

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Eager Eyes Visualization and Visual Communication Page on Venn Diagrams; https://eagereyes.org/techniques/venn-diagrams (accessed December 29, 2014). The National Science Foundation Survey of Doctoral Recipients from U.S. Universities 2013 webpage; http://www.nsf.gov/statistics/sed/ 2013/?org=NSF (accessed January 2, 2015). The American Chemical Society Diversity Program Diversity Statistics page; http://www.acs.org/content/dam/acsorg/membership/acs/welcoming/ diversity/diversity-data.pdf (accessed January 2, 2015). The American Association of University Professors homepage; http:// www.aaup.org (accessed January 2, 2015). The American Chemical Society homepage; http://www.acs.org (accessed December 29, 2014). The National Women’s Studies Association homepage; http://www.nwsa.org (accessed January 2, 2015). Apotheker, J.; Sarkadi, L. S. (Editors) European Women in Chemistry; WileyVCH Verlag GmbH & Co. KGaA: Weinheim, 2011. Raynher-Canham, M. F.; Raynher-Canham, G. Women in Chemistry; Chemical Heritage Foundation: Philadelphia, 2001. Raynher-Canham, M. F.; Raynher-Canham, G. Chemistry Was Their Life: Pioneering British Women Chemists, 1880-1949; Imperial College Press: London, 2008. Brown, J. E. African American Women Chemists; Oxford University Press: New York, 2012. American Chemical Society Women Chemists Committee Homepage; http:// www.womenchemists.sites.acs.org (accessed January 2, 2015). ACS Division of Professional Relations Women Chemist Subgroup Homepage; http://prof.sites.acs.org/womenchemists.htm (accessed January 2, 2015). Stone, P. Opting Out? Why women really quit careers and head home; University of California Press: Berkeley, 2007. Crittenden, A. The Price of Motherhood: Why the Most Important Job in the World Is Still the Least Valued; Henry Holt and Company: New York, 2001. Motherhood Initiative for Research & Community Involvement homepage; http://www.motherhoodinitiative.org (accessed January 2, 2015). Bernice Sandler’s homepage; http://www.bernicesandler.com (accessed January 2, 2015). Career Strategies for Women in Academe: Arming Athena; Collins, L. H., Chrisler, J. C., Quina, K., Eds.; Sage Publications: Thousand Oaks, 1998. 44 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.


18. Scholnick, E. K. Paying Athena: Statistics, Statutes, and Strategies. In Career Strategies for Women in Academe: Arming Athena; Collins, L. H., Chrisler, J. C., Quina, K., Eds.; Sage Publications: Thousand Oaks, 1998; pp 81−104. 19. Rose, S.; Danner, M. J. E. Money Matters: The Art of Negotiation for Women Faculty. In Career Strategies for Women in Academe: Arming Athena; Collins, L. H., Chrisler, J. C., Quina, K., Eds.; Sage Publications: Thousand Oaks, 1998; pp 157−175. 20. Smith, E. M. Come and Be Black for Me. In Career Strategies for Women in Academe: Arming Athena; Collins, L. H., Chrisler, J. C., Quina, K., Eds.; Sage Publications: Thousand Oaks, 1998; pp 78−79. 21. The Family Track: Keeping your Faculties while You Mentor, Nurture, Teach, and Serve; Coiner, C., George, D. H., Eds.; University of Illinois Press: Urbana, 1998. 22. Papa Ph.D.: Essays on Fatherhood by Men in the Academy; Marotte, M. R., Reynolds, P., Savarese, R., Eds.; Rutgers University Press: New Brunswick, 2010. 23. Mama Ph.D.: Women Write About Motherhood and Academic Life; Evans, E., Grant, C., Peskowitz, M., Eds.; Rutgers University Press: New Brunswick, 2008. 24. Are Women Achieving Equity in Chemistry? Dissolving Disparity and Catalyzing Change; Marzabadi, C. H., Kuck, V. J., Nolan, S. A., Buckner, J. P., Eds.; American Chemical Society and Oxford University Press: New York, 2006. 25. Motherhood, the Elephant in the Laboratory: Women Scientists Speak out; Monosson, E., Ed.; Cornell University Press: London, 2008. 26. Mary Ann Mason’s Faculty homepage; http://www.law.berkeley.edu/ 3133.htm (accessed January 2, 2015). 27. Mason, M. A.; Mason Eckman, E. Mothers on the Fast Track; Oxford University Press: New York, 2007. 28. Mason, M. A.; Wolfinger, N. H.; Goulden, M. Do Babies Matter? Gender and Family in the Ivory Tower; Rutger’s University Press: New Brunswick, 2013. 29. Cole, R., Marzabadi, C., Webster, G., Woznack, K., Eds.; Mom the Chemistry Professor: Personal Accounts and Advice from Chemistry Professors who are Mothers; Springer International Publishing: Heidelberg, 2014.

45 Cheng et al.; Jobs, Collaborations, and Women Leaders in the Global Chemistry Enterprise ACS Symposium Series; American Chemical Society: Washington, DC, 2015.

Mothers Who Are Chemists in American Academe: Resources To

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