A paradigm shift toward a social-structural perspective may provide a better understanding of the gender inequity in STEM fields than its predecessor, but this perspective falls prey to the focal article authors’ (Miner et al., 2018) own criticisms: It offers an incomplete account of the phenomenon of interest. We argue that a multilevel systems perspective is the most appropriate approach when trying to understand any issue, especially an issue as dense as gender inequity in STEM. A deliberate effort to understand this phenomenon dynamically across levels and time can expand the scope of industrial and organizational (I-O) psychologists’ influence and can better protect us against interventions that result in unintended, adverse outcomes. Below, we discuss the importance of looking across multiple levels simultaneously to understand the temporal and interactional nature of individual and social-structural constructs. Without this depth of understanding, a disruption of the current structure may lead to an unstable, or unanticipated, new structure.

Miner et al. (2018) call for industrial and organizational (I-O) psychologists to examine the societal structures that influence women's underrepresentation in STEM. Here we extend their ideas and suggest that diversity in STEM would benefit from considering how people develop within the context of their environment. Educational researchers refer to the knowledge people develop through daily experiences with their cultural milieu as funds of knowledge. Funds of knowledge essentially represent a person's expertise, and educational researchers have recognized that designing environments that draw from expertise facilitates success for students, including women and underrepresented minorities in STEM.

Let's look at two solutions that should be effective in addressing the gender issue in STEM. First, early intervention works. Scientific and mathematical learning can, and should, be integrated into early childhood learning and development. Miner et al. (2018) mention the potential of nurturing a child's interest in STEM through early education. The challenge is that it is segregated by gender biases (“early schooling differences, parental choices in encouraging child interests and hobbies, and other early reinforcement differences that are societally based”; Miner et al., 2018, p. 270). According to Gunderson, Ramirez, Levine, and Beilock (2012) parents tend to expect that their boys are more gifted in STEM than their girls, even when their achievement levels do not differ objectively. The focus needs to shift from moving along with this gender bias to constructively using the gender difference.

Miner et al. (2018) make a compelling argument for the need to examine gender inequity in STEM from a social-structural lens. We completely agree. We also commend the authors for including practical recommendations for industrial and organizational (I-O) psychologists, as such implementation plans are vital if we are to move this issue from theory to practice. However, while the recommendations put forth by the authors are needed, we believe additional approaches are necessary to create marked change in gender parity in STEM. In particular, we propose that I-O psychologists (along with human resource [HR] professionals) need to actively engage organizational leaders if we want to successfully advance more women in STEM fields.

The persistently changing landscape of cyberspace and cybersecurity has led to a call for organizations’ increased attention toward securing information and systems. Rapid change in the cyber environment puts it on a scale unlike any other performance environment typically of interest to industrial and organizational (I-O) psychologists and related disciplines. In this article, we reflect on the idea of keeping pace with cyber, with a particular focus on the role of practicing I-O psychologists in assisting individuals, teams, and organizations. We focus on the unique roles of I-O psychologists in relation to the cyber realm and discuss the ways in which they can contribute to organizational cybersecurity efforts. As highlighted throughout this article, we assert that the mounting threats within cyberspace amount to a “looming crisis.” Thus, we view assisting organizations and their employees with becoming resilient and adaptive to cyber threats as an imperative, and practicing I-O psychologists should be at the forefront of these efforts.