In an era where innovation is paramount, the fields of science, technology, engineering, and mathematics (STEM) are at the forefront of driving progress. These disciplines are not just advancing technology but are also pivotal in meeting global challenges. The demand for experts in these areas is skyrocketing, with projections indicating that STEM occupations will expand nearly three times faster than other job sectors in the US from 2024 to 2034. However, for STEM to reach its full potential, it must embrace a diverse pool of talent.
Unfortunately, women and minorities are still significantly under-represented in STEM fields. In both the US and UK, women comprise less than a third of the STEM workforce. Despite strides in increasing female participation, systemic barriers continue to hinder the retention and advancement of women and other under-represented groups at all career stages.
With diversity and inclusion efforts under threat and pressing global issues demanding innovative solutions, expanding access to STEM education is more crucial than ever. Resources are available to guide higher education institutions in making STEM careers more visible, opening entry routes, and fostering an inclusive culture that celebrates diverse voices.
Support for women studying STEM subjects
Gender stereotypes have been a formidable barrier in STEM, discouraging many girls from pursuing these subjects. While the undergraduate gender gap is narrowing, fewer women advance to STEM research careers. Providing robust support during undergraduate studies can mitigate this talent drain.
How to help young women see themselves as coders, inventors and engineers: Janille Smith-Colin from SMU Lyle School of Engineering offers strategies to empower future female engineering leaders.
How to help women thrive in STEM study and beyond: Natalie K. D. Seedan from the University of the West Indies emphasizes the importance of supporting women at both the student and staff levels in STEM.
How to support women of all ages in post-secondary science education: Liette Vasseur from Brock University discusses the barriers mature female students face and solutions to overcome them.
Boosting female representation in STEM is crucial to global innovation: Jennifer Tour Chayes from the University of California, Berkeley, articulates the importance of addressing gender disparity in STEM for societal advancement.
Boosting gender diversity in male-dominated STEM disciplines: Rick Cooper from Birkbeck, University of London, provides insights on tackling gender disparity in STEM.
Welcome and celebrate LGBTQ+ students and staff in STEM
Research indicates that LGBTQ+ professionals in STEM face more significant career obstacles and workplace harassment. About 28 percent have considered leaving their jobs due to these challenges. International travel for research can be particularly risky for LGBTQ+ individuals exposed to adverse attitudes abroad.
Promoting allyship and acknowledging LGBTQ+ contributions in STEM can reduce biases and foster a sense of belonging, encouraging more LGBTQ+ students to pursue STEM without fearing discrimination.
Practical LGBTQ+ allyship within STEMM: Academics from the University of Exeter suggest actionable steps to create supportive environments for LGBTQ+ individuals.
Ways to improve the equitable inclusion of LGBTQ+ people in research and higher education: Members of Pride in STEM and Nottingham Trent University offer a summary of actions for fostering inclusivity.
Beyond Alan Turing: bringing LGBTQ+ role models into STEM: University of Exeter academics emphasize the importance of visibility for LGBTQ+ identities in STEM education.
Pathways to improved representation in engineering and technology courses
The under-representation of women, particularly women of color, in engineering and technology courses is glaring in both the UK and US. With declining numbers of Black computer science graduates, universities must rethink degree structures to highlight social relevance and foster belonging.
How and why to humanise engineering education: Rich McIlroy from the University of Southampton suggests incorporating social sciences into engineering education to address gender imbalances.
How do we get more women into coding? Fix how it’s taught and used: Andy Farnell argues for a revamp in how computer programming is presented to attract more women.
Engineering schools are riddled with issues – reinvention is required: David Poole calls for reflection and flexibility in engineering schools to enhance diversity.
Opening doors to computer science education: Beth Mynatt at Northeastern University outlines ways to include under-represented groups in computer science through flexible degree options.
A warm welcome is a strategic imperative for higher education: Scott Dunning from Virginia Tech emphasizes the importance of creating a sense of belonging for student success.
Breaking down barriers to STEM learning
Access to university isn’t enough if teaching practices disadvantage certain students. STEM education must evolve to create flexible learning environments that address diverse needs, including providing vital work experience opportunities.
Tips for applying universal design for learning in healthcare practice placements: Ailish Malone and Fiona Daly from RCSI University of Medicine and Health Sciences offer advice on implementing UDL in healthcare placements.
Lessons in chemistry: widening university students’ participation through storytelling: Karen Ho of Mount Royal University discusses using storytelling to bridge complex STEM content and student engagement.
Make team-based learning work for neurodivergent students: Academics from the University of Bath and the University of Bradford provide insights on adapting team-based learning for neurodivergent students.
Prevent overstimulation and support autistic students in the laboratory: A University of Salford student shares challenges faced in lab sessions and helpful support strategies.
Workforce-ready, not left behind: inclusive work-based learning for science students: University of Exeter academics suggest ways to incorporate equitable, work-based learning into science programs.
How to create a more inclusive STEM research culture
The research culture in universities greatly impacts STEM researchers’ careers and well-being. High competition and job insecurity pose challenges, especially for those with caregiving responsibilities. Efforts to address gender and race disparities often fall short, emphasizing the need for genuine support systems.
Five ways to start leading research culture change: Newcastle University and N8 Research Partnership leaders share strategies for fostering supportive research environments.
Stop excluding carers! Eight ways to create an inclusive research culture: University of Warwick academics propose practical solutions to integrate a “care aware” research culture.
What are the barriers to success for under-represented ECRs in maths, physics, computer science and engineering?: Recommendations from University of Exeter academics on improving equity and inclusion in these fields.
Inclusivity versus devotion to the cult of STEM: Andrew Pye from the University of Exeter questions whether the global STEM culture prioritizes devotion over inclusivity.
Address STEM inequality by re-conceiving merit: Academics from the University of California San Diego and the University of Michigan call for a re-evaluation of merit in STEM to address bias.
What I needed as a Black woman in STEM: Carlotta A. Berry from Rose-Hulman Institute of Technology discusses factors impacting Black women’s success in STEM.
Addressing the leaky pipeline in academia: strategies to attract and retain women scientists: Anna Ginès i Fabrellas from Esade Law School offers actions to support women in academic careers.
Pre-admission: creating new pathways to STEM study
Many students lack awareness of the diverse career paths within STEM, limiting their educational choices. For students returning to education or those balancing other responsibilities, non-traditional entry routes are essential. Contextual admissions, STEM fairs, and mentorship programs are key to broadening access to STEM.
‘Support is not remedial. It is pedagogy’: Darryl Morgan and Hannah Seale from the University of South Wales discuss how STEM foundation years can widen participation.
Four ways to boost diversity in environmental science: Abby Onencan from the University of East Anglia offers practical solutions to build an inclusive environmental science pipeline.
Are STEM admissions processes hindering our diversity efforts?: Judy Raper from TEDI-London questions the necessity of traditional subject requirements for STEM admissions.
Why investment earlier in the pipeline would strengthen diversity in STEM: Keisha Simmons from Georgia Tech’s Center for 21st Century Universities highlights the need for early investment in STEM education.
STEM outreach as a tool for widening participation
STEM outreach can ignite a passion for science among children of all backgrounds, highlighting the real-world applications of STEM disciplines. Effective outreach programs inspire future scientists, mathematicians, and engineers, emphasizing inspiration over mere information.
What is needed to run a successful outreach programme?: Bia Hamed from Eastern Michigan University shares insights from a project aimed at encouraging more girls to study STEM.
How to bring university science into primary schools: Farah Jaber-Hijazi from the University of the West of Scotland discusses methods to engage primary school children with STEM.
How to embed STEM across all disciplines? Start small: Kenneth Wai-Ting Leung from Hong Kong University of Science and Technology suggests integrating STEM skills into existing courses.
Inspire the next generation of bioengineering lab technicians: Nana Asante Asamoah-Danso from Imperial College London offers advice on creating engaging STEM outreach workshops.
School visits are a triple win for academics, schools and society: Ben Kennedy from the University of Canterbury | Te Whare Wānanga o Waitaha shares the benefits of taking science into the community.
So, you want to reach out? Lessons from a ‘science for all’ programme: Swansea University academics provide three key considerations for effective STEM outreach to disadvantaged schools.
Original Story at www.timeshighereducation.com