(see Part 1 for overall picture of challenges)

Tackling inequalities faced by women in STEM requires an intersectional approach. Gender biases do not operate in isolation. Women of colour, LGBTQ+ women, disabled women, and women from working-class backgrounds often experience compounded discriminations (Reggiani, Gagnon, and Lunn, 2024; Anand et al., 2024). Research emphasises that diversity initiatives focusing on a single dimension of identity may overlook these intersecting identities, creating hierarchies where one marginalised group is prioritised to the detriment of another (Equate Scotland, 2020; Bhopal, 2020). Effective inclusion policies and practices must account for intersectionality.

At the University of Manchester, there are a number of excellent programmes, initiatives, and events focused on inclusion in STEM, including for girls and women. Some of the highlights of that work includes:

• Under Professor Lynne Bianchi’s leadership, SEERIH (Science and Engineering Education Research and Innovation Hub) has long been inspiring young people, including girls, to consider their futures in STEM.
• Two years ago, the podcast Big Sisters in STEM was launched through the University, exploring the experiences of women and non-binary people in STEM.
• Through the Students’ Union, the Women in Science and Engineering (WISE) society provides opportunities for women and non-binary students at the University to network and find support.
• The University offers Women in STEM scholarships, in partnership with the British Council, to support women from Bangladesh, India, Nepal, Pakistan and Sri Lanka to pursue a master’s degree in STEM subjects.
• In her work as Academic Lead for EDI (gender and sexual orientation), Professor Rachel Cowan has led initiatives and programmes to support greater inclusion at the University, including for women in STEM, such as the Academic Returners’ Scheme to support the careers of academics returning from family leave.

However, there is still work to be done, at the University and across the higher education sector. Tackling inequalities and building inclusive futures should include:

• More robust data reporting: It is not enough to track gender disparities in hiring, pay, and promotion at the university level. Where are those disparities most acute? Which departments, schools, and faculties need targeted resources to address persistent inequalities? Where are intersectional inequalities compounding disadvantages for some groups?
• More resources to tackle inequalities and create inclusion: More staffing and funding are needed so that inclusion is not just championed by a few but becomes truly embedded in the policies and every day practices of the University.
• More equitable hiring practices: Equitable in ways that attract more diverse talent and also equitable in the ways that institutions recognise and reward the work of hiring panel members, especially if there is a disproportionate burden placed on underrepresented academics to serve on those panels.
• Better recognition and reward: If universities care about strong mentoring, pastoral care, committee membership, and diversity initiatives, then that work should be rewarded with adequate time in workload models and recognition in promotion criteria.
• More robust mechanisms to address bullying and harassment: Not just well written policies, but accountable practices that ensure that casual and informal pressures from more powerful staff do not undermine the processes meant to protect students and staff from abuse.

Research focused on solving the world’s problems requires a diversity of talent because truly inclusive STEM communities enable greater innovation. Achieving gender equity in STEM is not only about opening university doors to more women but also about transforming working cultures so that women can thrive.

Dr Jessica Gagnon is a lecturer in the Manchester Institute of Education. She is a sociologist and her research is focused on equity, diversity, and inclusion, including in STEM. Her funded research includes: EPSRC funded IGNITE+, RSC and SIN funded LGBTQual+ project, NERC funded EDIAL, SLiC funded See Yourself in STEM, and EPSRC funded STEM Equals.

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