Researchers at the University of Wisconsin-Madison have developed recommendations to improve female progression in science, technology, engineering and mathematics (STEM) courses. Their study surveyed women in two-year courses, and found that self-belief in their abilities in mathematics and science and their interaction with others about transferring to four-year STEM courses are important factors in their intention to transfer. However, other factors such as racial/ethnic background, marital status, and childcare obligations are influential.