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We aim to achieve this by focusing on three distinct areas:

We aim to achieve this by focusing on three distinct areas:

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Firstly, the initial reaction of students and academics to the concept of gender inequality and diversity within science. With this we hope to gauge whether sexism in science is a widely recognised issue across the UK in higher education or if not enough is being done to publicise the problem. We also want to understand how the definition of diversity changes across the world.  

Firstly, the initial reaction of students and academics to the concept of gender inequality and diversity within science. With this we hope to gauge whether sexism in science is a widely recognised issue across the UK in higher education or if not enough is being done to publicise the problem. We also want to understand how the definition of diversity changes across the world.  

Although this is a difficult issue, it is one that needs to be resolved. We thought that by asking students without prior warning of the questions we could get a real understanding of their view of the issue without time to formulate a more PC version using data from the internet. We also wanted to capture their genuine reactions to the question of whether inequality in terms of gender in science exists to help us identify whether students are shocked by the idea of sexist biases in their field or if they have experienced it directly themselves. Obviously this is only small scale, but by asking students from across the UK we may be able to begin to understand how widespread the problem is known.

Although this is a difficult issue, it is one that needs to be resolved. We thought that by asking students without prior warning of the questions we could get a real understanding of their view of the issue without time to formulate a more PC version using data from the internet. We also wanted to capture their genuine reactions to the question of whether inequality in terms of gender in science exists to help us identify whether students are shocked by the idea of sexist biases in their field or if they have experienced it directly themselves. Obviously this is only small scale, but by asking students from across the UK we may be able to begin to understand how widespread the problem is known.

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This was a feeling that was reflected in many of the interviews with male students, however for the majority, they still had more to say. Many of the male students interviewed, cited the gender inequality they observed as being prominent in the senior positions, with one student saying that “there is not enough female figures of authority in science, specifically in biology”. This is something that is easily observed within the university: when looking at professors in bioscience the majority of them are male. However this doesn’t mean that nothing is being done to change this, or that nothing has been done already to encourage more women into senior roles and this is something that we look into further with the second video.  

This was a feeling that was reflected in many of the interviews with male students, however for the majority, they still had more to say. Many of the male students interviewed, cited the gender inequality they observed as being prominent in the senior positions, with one student saying that “there is not enough female figures of authority in science, specifically in biology”. This is something that is easily observed within the university: when looking at professors in bioscience the majority of them are male. However this doesn’t mean that nothing is being done to change this, or that nothing has been done already to encourage more women into senior roles and this is something that we look into further with the second video.  

The view that stood out the most came from a female student the University of Exeter’s team.

The view that stood out the most came from a female student the University of Exeter’s team.

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Through highlighting the opinions of students in both our team and universities across the country, we have brought the issue of gender inequality home. There is no doubt that some students at University do not believe there is an issue, however the fact that there are people who have experienced it directly and students who have observed it indirectly, shows that there is at least an understanding of a wider problem. This initial understanding acts as a platform for us to talk to those at the university who are working on improving equality and diversity within Biosciences and Physics, as well as further emphasise the statistics that support the case for there being inequality in these fields.  

Through highlighting the opinions of students in both our team and universities across the country, we have brought the issue of gender inequality home. There is no doubt that some students at University do not believe there is an issue, however the fact that there are people who have experienced it directly and students who have observed it indirectly, shows that there is at least an understanding of a wider problem. This initial understanding acts as a platform for us to talk to those at the university who are working on improving equality and diversity within Biosciences and Physics, as well as further emphasise the statistics that support the case for there being inequality in these fields.  

On 24/08/16 we met with Dr Andrew Griffiths to talk about his role as the current Equality, Diversity and Inclusivity lead for Biosciences at the University and what he thinks could be done to improve these areas within the department. By talking to the point of contact to staff about these issues, we can understand what sort of issues are brought up recurringly, and what the university is doing to address these issues.  

On 24/08/16 we met with Dr Andrew Griffiths to talk about his role as the current Equality, Diversity and Inclusivity lead for Biosciences at the University and what he thinks could be done to improve these areas within the department. By talking to the point of contact to staff about these issues, we can understand what sort of issues are brought up recurringly, and what the university is doing to address these issues.  

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We asked Dr Griffiths what we could do to encourage greater diversity in science and he responded by saying that it’s less about encouraging a greater recruitment drive for people in terms of sexuality or religion, but more about ensuring there is flexibility and understanding of the pressures and unique difficulties associated. To encourage more people to be openly expressive about their identity we need to make sure “all the people in the workplace feel respected”.  

We asked Dr Griffiths what we could do to encourage greater diversity in science and he responded by saying that it’s less about encouraging a greater recruitment drive for people in terms of sexuality or religion, but more about ensuring there is flexibility and understanding of the pressures and unique difficulties associated. To encourage more people to be openly expressive about their identity we need to make sure “all the people in the workplace feel respected”.  

Because of this, we realised that we can’t approach the apparent lack of diversity in STEM science in the same way as we might with gender inequality in science. Whilst there are specific problems with encouraging more females to take physics at A level and take physics degrees, the issue of diversity is more complex.

Because of this, we realised that we can’t approach the apparent lack of diversity in STEM science in the same way as we might with gender inequality in science. Whilst there are specific problems with encouraging more females to take physics at A level and take physics degrees, the issue of diversity is more complex.

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This statement is concurrent with the observations made by the students in the video highlighting initial observations of sexism in science. Dr Griffiths went on to infer that a leading factor for this might be related to women wanting to have a family at this stage.  

This statement is concurrent with the observations made by the students in the video highlighting initial observations of sexism in science. Dr Griffiths went on to infer that a leading factor for this might be related to women wanting to have a family at this stage.  

From our own personal experience, in Britain it is almost always encouraged for women to take maternity leave and seen as strange for the male parent to take equivalent time. According to Gov.uk, <strong>“employees can choose to take either 1 week or 2 consecutive weeks’ paternity leave”</strong> however the statutory maternity leave is <strong>“52 weeks”</strong> - just by observation, this is clearly unequal. Comparing this to Sweden, parents are given 480 days paternity leave, where parents are encouraged to share this between them. Recent legislation has changed this so that shared parental leave is an option, according to Gov.uk parents can <strong>“take the rest of the 52 weeks of maternity or adoption leave as Shared Parental Leave”</strong>. Questions should be asked however, about whether the government is doing enough to promote shared parental leave as opposed to individual maternity or paternity leave?

From our own personal experience, in Britain it is almost always encouraged for women to take maternity leave and seen as strange for the male parent to take equivalent time. According to Gov.uk, <strong>“employees can choose to take either 1 week or 2 consecutive weeks’ paternity leave”</strong> however the statutory maternity leave is <strong>“52 weeks”</strong> - just by observation, this is clearly unequal. Comparing this to Sweden, parents are given 480 days paternity leave, where parents are encouraged to share this between them. Recent legislation has changed this so that shared parental leave is an option, according to Gov.uk parents can <strong>“take the rest of the 52 weeks of maternity or adoption leave as Shared Parental Leave”</strong>. Questions should be asked however, about whether the government is doing enough to promote shared parental leave as opposed to individual maternity or paternity leave?

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Dr Griffiths further emphasised that one of the factors for fewer women at levels after post-doctorate, might be because of the burden Britain places on maternity leave and how unstable jobs in academia might dissuade women from taking positions higher up. We identified this as an issue to look further into as it is something that is theoretically, relatively easy for the government and governing science bodies to address, considering countries like Sweden are setting the example of equal maternity and paternity leave.  

Dr Griffiths further emphasised that one of the factors for fewer women at levels after post-doctorate, might be because of the burden Britain places on maternity leave and how unstable jobs in academia might dissuade women from taking positions higher up. We identified this as an issue to look further into as it is something that is theoretically, relatively easy for the government and governing science bodies to address, considering countries like Sweden are setting the example of equal maternity and paternity leave.  

On 26/09/16, we met with Dr Eduarda Santos to follow up on some of the questions raised in the meeting with Dr Andrew Griffiths and get a different perspective on the issue of gender inequality in science. In initial email conversations with Dr Santos, she made us aware of certain views that her local community imposed upon her when she was having a child.  

On 26/09/16, we met with Dr Eduarda Santos to follow up on some of the questions raised in the meeting with Dr Andrew Griffiths and get a different perspective on the issue of gender inequality in science. In initial email conversations with Dr Santos, she made us aware of certain views that her local community imposed upon her when she was having a child.  

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This opinion is shocking and almost unbelievable that someone would question her commitment to her family and her love for her child because of her decisions about not giving up her career to devote full attention to her child. The consequences of views like these are quite severe, in that it can seriously affect the mental health of an individual. When asked whether by putting such societal pressure on women, whether mental health issues can arrive, she said yes, there is a <strong>“lot of social pressure put on young mums”</strong> which can lead to diseases like depression.  

This opinion is shocking and almost unbelievable that someone would question her commitment to her family and her love for her child because of her decisions about not giving up her career to devote full attention to her child. The consequences of views like these are quite severe, in that it can seriously affect the mental health of an individual. When asked whether by putting such societal pressure on women, whether mental health issues can arrive, she said yes, there is a <strong>“lot of social pressure put on young mums”</strong> which can lead to diseases like depression.  

Dr Santos emphasised that just because it seems like there is a correlation between fewer women taking roles beyond post-doctorate level and women wanting to start a family, it doesn’t necessarily mean that this is the only explanation.  

Dr Santos emphasised that just because it seems like there is a correlation between fewer women taking roles beyond post-doctorate level and women wanting to start a family, it doesn’t necessarily mean that this is the only explanation.  

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The need for supervisors to act as role models to young, inspiring post-docs is very apparent, especially as role models are so important for undergraduates and postgraduates, so why should this stop at levels beyond this?

The need for supervisors to act as role models to young, inspiring post-docs is very apparent, especially as role models are so important for undergraduates and postgraduates, so why should this stop at levels beyond this?

To conclude this meeting, we asked Dr Santos what she thinks needs to be done to improve gender equality in science and her response was thus:

To conclude this meeting, we asked Dr Santos what she thinks needs to be done to improve gender equality in science and her response was thus:

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“Social change” - on a massive scale, ie structural change within Britain to encourage a more inclusive environment for all.

“Social change” - on a massive scale, ie structural change within Britain to encourage a more inclusive environment for all.