 The third theme has received more attention recently, in part because it goes some way towards explaining why the increase in the number of women receiving science education has not been matched by a comparable increase in their participation in the workforce. While participation varies by discipline—with most of the social sciences (except economics and political science) having women in the majority and the life sciences close to parity—overall it remains comparatively low (28% as noted previously; National Science Board 2018: chapter 3, 3-106), particularly when more leadership or prestigious roles are considered. There is a growing awareness that “microinequities”—small slights and injustices that have an accumulative discouraging effect over time—may play a role in this low rate of participation.