Postsecondary educational institutions need to diversify their faculty to provide new perspectives for teaching and research. However, the many studies on minorities in science, technology, engineering, and mathematics (STEM) have not provided effective solutions. Panel presentations suggest that without bridging a series of dualisms, minority scholars are excluded from professional networks necessary for retention, productivity, and promotion. Dualisms include the following: first, "macro" includes the structure and culture of departments and disciplines, whereas "micro" refers to the everyday practices. Universities’ structure and culture tend to reflect white privilege and power. Micro-practices mirror these inequalities. Second, "objective" scientists must aspire to eliminate personal bias and emotional involvement so that their work is universalistic. The work of minority scholars is often seen as "subjective," not reflecting universal phenomena. Third, "instrumental" mentoring refers to the rational use of strategic means to obtain desired ends. "Psycho-social" refers to emotional support. Fourth, an "individual" lone researcher making independent discoveries is often treated as an ideal. For minorities, this ideal can mean isolation and obscurity. "Communal" networks of colleagues can provide intellectual and emotional support. Lastly, "homophilious" networks are segregated by race/ethnicity and gender. "Heterogeneous" networks cross these lines. The panel’s respective studies not only analyze data and test hypotheses concerning dualisms, but present strategies to overcome them.