A study commissioned by the president of Princeton University, Shirley M. Tilghman, has found that female faculty members in the sciences and engineering are regularly subjected to gender discrimination and feel like second-class citizens in their departments. Like many things in academia, the climate among faculty sets a tone that filters down to graduate and undergraduate students. Sexist behavior that makes women feel unwelcome in the sciences is deplorable, and it is reassuring that Princeton has devoted attention to combat this systemic problem.

The study found that women in the sciences earned less than their male counterparts and took longer to be promoted. It also revealed that a quarter of women have been offended by the behavior of their male colleagues. To mitigate these problems, the panel that conducted the study suggested that Princeton create a $10 million fund to hire and retain female scientists and engineers. If created, this substantial fund will have the resources to accomplish more than just good public relations for the university. In addition to funding female faculty, the money can be used to expand the role of women in science by providing university incentives—such as prizes for research—to encourage female undergraduates to explore their talents in those currently male-dominated sectors of academia.

As one of the nation’s leading academic centers, Princeton can take actions to help women all across the country by setting an example for other universities to devote resources to this essential educational concern. But money alone will not solve the problem of sexism in the sciences. According to one female Chemistry major at Princeton, a professor in her department openly flaunts his preference for having men in his research lab. Administrators need to take an active role in cracking down on such blatant—as well as subtle—forms of sexism in these departments.

Unfortunately, the small percentage of women in the sciences can be traced to pre-university education as well. Keeping girls interested in science from an early age requires more of an emphasis on women in science throughout elementary and high school curricula. Dispelling the societal stereotype of scientists as old white men in lab coats will take time, but would prevent women and minorities from feeling discouraged by a lack of role models and help guarantee that students pursue their strongest academic interests throughout their entire educational experiences.

The self-perpetuating lack of diversity in sciences is a problem that all universities need to work towards solving. And while Princeton has taken the lead, Harvard—and schools across the country—should watch closely for models of how to promote gender diversity in the sciences.