Despite decades of effort, colleges and universities in the United States (US) have failed to raise the representation of African American, Hispanic American, Native American, Pacific Islanders, and people with disabilities on their faculty to the level of these groups within the general population (Layton et al., 2016; Trejo, 2017; Valentine and Collins, 2015). This is particularly true in STEM fields (Flaherty, 2017; Koedel, 2017). A recent report commissioned by the Society for Neuroscience (SfN) indicates that 4% of all PhDs granted in 2016 were to African American and 8% were to Hispanics (McKinley Advisors, 2017), percentages that are significantly higher than in previous surveys (e.g., Spear and Zigmond, 1992). Thus, there has been progress; yet, the struggle is far from over. No significant numbers of Native Americans or Alaskan Natives were reported in the latest survey, Hispanic- and African Americans are significantly below their presence in the general population, and the number of individuals with disabilities does not even appear to have been assessed. Moreover, if one looks at the representation of these diversity populations in more visible positions – as faculty, department chairs, editorial boards, and major speakers at conferences – the picture could hardly be worse.