College of Social Sciences

By Dr Barbara Read (PI), Prof Bonnie Salde, Dr Srabani Maitra, Prof Catherine Lido, Dr Sajkat Maitra (Indian Institute of Management), Prof Manish Kumar Thakur (Indian Institute of Management), Dr Jane Unotomi (University of Rwanda), Dr Marie Chantal Cyulinyana (University of Rwanda)

 

This project investigates how far, and in what ways, gender may have an influence in the progress of students through higher education, graduation and progression into skilled employment in the STEM sector in the countries of India and Rwanda. This is of urgent global importance as science has a critical role in supporting global sustainable development (see UNESCO, 2015) which will not be realised until it makes better use of the potential skills of women and girls. At present, girls and women are markedly underrepresented in STEM areas both as students and in the workforce in most countries across the globe. At Higher Education level, only 35% of students enrolled in STEM studies internationally are women (UNESCO, 2017a). Addressing this problem is vital in ensuring equitable access to quality education and meaningful work, and is crucial for countries seeking to prioritise equitable economic development, speaking directly to UN SDGs 4, 5, and 6. As UNESCO’s (2017a) Report, Cracking the Code, states, ‘Ensuring girls and women have equal access to STEM education and ultimately STEM careers is an imperative from the human rights, scientific, and development perspectives’ (p15).

“Investigating patterns of inequality and exclusion in relation to gender and STEM is of urgent global importance: science has a critical role in supporting global sustainable development which will not be realised until it makes better use of the potential skills of women and girls”.

 

The project consists of a range of quantitative and qualitative methods, including: secondary statistical data analysis of gendered patterns of HE participation and achievement, utilising available data in India and Rwanda, with UK data utilised for comparative purposes; largescale primary survey data with STEM students in India, Rwanda and the UK; and a range of in-depth qualitative methods, including in-depth interviews with three sets of participants in India and Rwanda (followed up a year later): first-year STEM students and final year STEM students at a university in each country and employees in a key STEM employer in each country. The project aims to utilise the findings for a range of materials/activities, including the development of gender-sensitive virtual support 'toolkits', developed in conjunction with student participants; and gender- sensitive CPD materials developed in conjunction with STEM academic and industry staff, tailored to appropriate national/regional contexts.

 

To date we have developed the survey and we are now piloted it in all three countries; some appropriate institutions have been initially contacted for dissemination. We are currently negotiating access to individual level administrative higher education data for the UK; appropriate bodies are being contacted in Rwanda and India to gain access to equivalent data where possible. Progress on our qualitative methods have been delayed due to COVID-19 as the safety of all those involved is our first priority.

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First published: 13 December 2021