Current and Emerging Trends within Higher Education That Enhance Diversity and Inclusivity in Undergraduate STEM Provision

Abstract

Diversity and inclusivity rest at the heart of the current focus within Higher Education to not only attract students from all backgrounds into studying Science, Technology, Engineering and Mathematics (STEM) subjects at University, but create a welcoming and supportive learning environment that retains STEM students from underrepresented groups. A range of initiatives are highlighted within this chapter that explore opportunities to create a more diverse and inclusive STEM Higher Education community, and include the following: the development of outreach programmes and targeted recruitment efforts to attract students from underrepresented groups, scholarships and bursaries for students from disadvantaged backgrounds, mentoring and support programmes for minority students and the creation of dedicated learning environments, that provide additional support and resources, such as mentoring, tutoring and counselling services. The chapter also considers the diversification of STEM courses that focus on the social and cultural aspects of STEM and efforts to increase under-representation of minority groups in STEM faculty within Higher Education. The initiatives explored within this chapter not only create a more diverse and inclusive STEM Higher Education community benefitting the students but also help to address the wider societal challenges faced by STEM fields.

1. Introduction

Diversity and inclusivity are becoming increasingly important issues within science, technology, engineering and mathematics - STEM for short – in Higher Education (HE) as universities strive to create a more welcoming and supportive learning environment for students from all backgrounds, that retain students from underrepresented groups. This chapter explores opportunities to create a more diverse and inclusive STEM HE community, which will not only benefit the students but also help address the wider societal challenges faced by STEM fields.

The UK STEM provision landscape is evolving with individual universities placing significant focus on creating their own specific initiatives to enhance diversity and inclusivity within their offering of undergraduate programmes. Even in 2023, the picture shows room for much improvement with statistics related to under-represented groups in STEM shining a spotlight on the areas that require continued efforts. To set the scene, let us begin by considering that in the 2019/2020 academic year, there were approximately 563,835 undergraduate students studying STEM subjects in UK universities. In 2019/2020 the most popular STEM subjects among undergraduates were Engineering and Technology, Biological Sciences, and Physical Sciences [1].

In the last decade there has been an unprecedented growth in students opting to take STEM subjects, suggesting the impact early STEM uptake in schools is having on higher education. Acceptances to engineering courses, for example, are up 21% from 25,995 in 2011 to 31,545 in 2020. Artificial Intelligence courses at university have seen an even greater increase, with acceptances onto computer science courses rising by almost 50%, from 20,420 in 2011 to 30,090 in 2020; a rise that is anticipated to continue given recent advancements in AI [2].

It is noteworthy that, historically access to STEM subjects have been harder for young people, particularly among students from disadvantaged backgrounds and females. However, in just a decade, between 2010 and 2020, there was a 49% increase in the number of women accepted into full-time STEM undergraduate courses. The number of UK 18-year-olds from disadvantaged backgrounds in this same 1-year span accepted into full time undergraduate STEM courses increased by 79%. This suggests that the increased support in STEM subjects is benefitting young people, with a gradual lift on potential barriers to access based on gender, race or class.

There have been a number of recent measures undertaken by the Department for Education to support STEM teaching. These include ‘Isaac Physics’, an online platform with resources designed to support students transition from GCSE through sixth form to university [3], a range of support for teacher CPD (e.g., Science Learning Partnerships, Stimulating Physics Network [4]), the Teaching for Mastery programme in mathematics [5] and an £84 million investment programme to improve computing teaching. Given that STEM subjects have a positive impact on the economy and society, the measures taken indicate a positive push in terms of applications to study STEM subjects at UK University, which complements the drive by universities to implement widening participation initiatives to increase access to higher education, focused particularly in STEM subjects.

Let us now consider some of the under-represented groups within STEM in Higher Education. In the 2020/2021 academic year, women accounted for 40.5% of undergraduate students enrolled in STEM subjects in the UK, with the gender balance varying among different STEM disciplines. There was a small increase in the percentage of females studying science subjects between 2019/20 and 2020/21, which remains lower than the overall percentage studying science subjects (45%). Notably, women make up a larger proportion in Biological Sciences (58.3%) compared to Engineering and Technology (17.8%) [1]. Furthermore, the proportion of female engineering professionals in the UK is among the lowest in Europe.

Ethnic diversity representation is still a challenge in some STEM fields. Black and Minority Ethnic (BME) students accounted for 24.7% of undergraduate STEM students in the UK in the 2019/2020 academic year, highlighting the need for continued efforts to increase representation and support the success of BME students in STEM fields. The proportion of black first year undergraduate enrolments in science subjects increased by 4 percentage points in 2020/2021.

The proportion of STEM students with known disabilities has more than doubled, from 7.5% (12,585 students) in 2007/2008 to 15.5% (33,530 students) in 2018/2019 [6]. On the surface this might suggest that, during that ten-year period, STEM subjects were attracting students with disabilities. However, a more complex picture is revealed upon breakdown of the statistics. From 2007/8 to 2018/19, the number of first-degree STEM students reporting mental health conditions rose from 675 to 8695 – a 1184% increase, suggesting the overall increase is being driven by an exponential rise in the proportion of students declaring learning differences and mental health conditions. In the same period, the number of first-degree STEM students reporting a learning difference increased from 6500 to 12,000 – an 84.7% increase. Interestingly, non-STEM subjects also experienced this upward trend which likely reflects greater awareness of, and improved support for, students with learning differences and mental health issues at universities.

Despite improvements in assistive technology and student support, students with disabilities who wish to study in STEM still encounter considerable barriers, with the proportion of students with physical disabilities hardly changing over the same ten-year period. For example, STEM students who are deaf or have a serious hearing impairment made up 0.3% of STEM students in 2007/08 (470 students) and 0.3% in 2018/19 (590 students). In some instances, the proportion has even decreased slightly, for example, the number and proportion of STEM students who are blind or have a serious visual impairment has decreased from 0.2% (285 students) in 2007/08 to 0.1% (270 students) in 2018/19 [7].

In the 2019/2020 academic year, 24.9% of undergraduate students in STEM subjects were from POLAR4 (the measure of what proportion of young people in a given area participate in higher education) quintiles 1 and 2, indicating lower participation neighbourhoods. These statistics provide a snapshot of the current undergraduate STEM provision, inclusivity, and diversity data within the UK in the last decade or so. It is important to note that the landscape continues to evolve, and individual universities have their own specific initiatives and data. This chapter aims to provide an overview of some of the current and emerging initiatives within HE, collated from a variety of online data sources, that highlight trending areas of good practice for enhancing diversity and inclusivity in undergraduate STEM provision.

2. Outreach programmes

The development of outreach programmes targeting underrepresented groups in UK STEM universities has been a crucial and ongoing endeavour. Recognising the need for diversity and inclusivity in STEM fields, institutions have made significant efforts to address the barriers faced by underrepresented groups and provide them with equal opportunities. Outreach programmes play a vital role in engaging underrepresented communities, particularly at an early stage, to spark interest and create pathways into STEM education. These programmes often involve collaborations between universities, local schools, and community organisations. They aim to inspire and motivate students from diverse backgrounds, showcasing the exciting possibilities and real-world applications of science, technology, engineering, and mathematics. Outreach activities may include science fairs, hands-on workshops, career talks, and interactive demonstrations, among others. By taking STEM education beyond the confines of university campuses, these programmes reach students who may not have considered pursuing STEM disciplines otherwise.

UK universities are well practised with devising and running successful outreach programmes, with dedicated teams focussing on such activities, whilst a number of institutions are specifically targeting underrepresented groups in STEM fields. The University of Southampton hosts the Girls into Engineering and Science (GIES) programme [8], which aims to inspire and encourage girls to pursue engineering and science careers. The programme included interactive workshops, industry visits, mentoring, and residential programmes to promote gender diversity in STEM fields. Another popular initiative run in partnership with an outreach team at Southampton University is known as ‘Dragonfly Days’, where Year 9 girls from local schools have an opportunity to meet and work with female engineers from the Faculty of Engineering and the Environment. As well as doing practical investigations and experiments, there are opportunities to quiz researchers about their path to university and to explore careers in STEM in general [9].

The University of Strathclyde’s Engineering the Future for Girls initiative [10] offers hands-on engineering experiences and workshops specifically designed to engage and inspire girls in STEM. The programme provides an opportunity for girls to interact with engineering professionals and explore various STEM disciplines. After two years of running events virtually, in 2023 participants spent four days on campus hearing from university staff and industry partners who provided an insight into studying and working in the field of engineering.

The University of Manchester’s Manchester Access Programme (MAP) includes outreach activities targeting underrepresented groups in STEM subjects [11]. The programme provides support, guidance, and subject-specific workshops to inspire and encourage students to pursue STEM degrees at university, making sure that talented, capable students can benefit from a university education, regardless of their background and identity.

The above represent just a small sample of university-led outreach initiatives targeting STEM programmes in some of the under-represented groups. There are also independent initiatives that aim to make a positive difference to under-represented groups working in, entering or studying STEM subjects. The University of Edinburgh partners with EQUATE Scotland, an organisation that promotes gender equality in STEM fields [12]. They offer various initiatives and programmes to encourage and support women pursuing STEM careers, including mentoring, networking events, and professional development opportunities.

STEM Learning [13] is committed to STEM education from primary, secondary to post-16 and employment, by delivering teacher continuing professional development in STEM subjects, bringing STEM role models into schools as part of the STEM Ambassador Programme or providing bespoke, long-term support for groups of schools in collaboration with companies through partnerships. In collaboration with the UK Government, employers, organisations and educational establishments (both schools and universities) deliver positive STEM interactions for teachers, young people and beyond. Volunteers from academia and industry offer their time, passion and energy to visit schools, colleges, and youth group organisations who aspire to infuse the real world of work into STEM subjects.

Since 2005, the Primary Engineer® initiative [14] have developed an inclusive engineering curriculum that spans Early Years, through Primary, Secondary, Further and Higher Education institutions. The development of young people through engagement with engineering and the promotion of engineering careers through inspiring programmes and competitions sit at the heart of its aims. They have developed a project-based learning approach to education which enables young people to engage with practical mathematics and science alongside creative problem solving. The integrated curriculum nature of the programmes develops resilience and curiosity via strong links to engineers in academia and the industry which provides an opportunity for prospective students to expand their knowledge of engineering careers, career paths and opportunities, with numerous Universities throughout the UK now involved. Whilst not specifically targeting under-represented group, Primary Engineer aims to improve the development of engineering skills for teachers and practitioners addressing the inequalities in engineering.

The Smallpeice Trust [15] provide opportunities for young people to fuel their passion for engineering, supported by charities, parents, teachers, universities, national and international companies such a Jaguar Land Rover, Lloyd’s Register Foundation, Lockheed Martin, National Cyber Security Centre, National Grid, National Nuclear Laboratory, RAF, Shell, Siemens, Tomorrow’s Engineers and the UK Electronics Skills Foundation. In 1991 the Smallpeice Trust launched a Scholarship programme to encourage and stimulate high-ability 15–16 year olds to consider Engineering and Technical Design as a career. In 2023, Loughborough University hosted a course for 12 to 14-year-old female students that let them experience life away from home and combined fun, action packed days with a programme of evening social activities.

Whether university-led or driven by initiatives, such as those highlighted above, the first step in enhancing diversity and inclusivity in STEM subjects within Higher Education lies clearly with outreach and providing a range of opportunities for potential students from any background or demographic to access STEM and spark that initial interest, whilst demonstrating the exciting opportunities that are available to them and removing any perceived barriers to applying for STEM-related courses. The earlier the spark is ignited, the greater the likelihood that potential students will select any necessary pre-University qualifications, such as A-levels in Mathematics or Physics, for example, or BTECs, that enable them to meet the application requirements for an undergraduate programme in a STEM subject. Sadly, for some students, by the time they are eligible to apply for a university programme, options for STEM subjects are removed by qualification pre-requisites they simply do not have, emphasising the importance of STEM-related outreach activities from an early age as well as targeting recruitment to STEM courses at University at post-16.

3. Targeted recruitment efforts

UK universities are increasingly focusing on targeted recruitment efforts to attract students from underrepresented groups. This includes attending recruitment fairs and events in areas with high levels of diversity, working with local schools and colleges to encourage students to consider STEM courses, and providing information and support to students and parents about the benefits of studying STEM.

In 2022 the University of Liverpool and University of South Wales became alliance members of Black British in STEM (BBSTEM) [16], an initiative which aims to support and champion Black individuals across science, technology, engineering and maths. With recruitment and retention rates particularly low among Black students in STEM subjects was established as a non-profit organisation in 2017. BBSTEM aims to increase the representation of Black scientists in academia and in industry whilst inspirinh young Black people to pursue STEM subjects in university and beyond. The University’s membership has a number of benefits for students including employer led insight days, access to industry and academia opportunities from employers actively welcoming diverse talent, 1–1 mentoring from a BBSTEM professional member, opportunities to build professional networks and events and programmes.

Some universities, such as the University of Warwick use contextual offers to take into account an applicant’s individual circumstances and background. This approach allows for a more holistic assessment of students and recognises the potential and achievements of applicants from diverse backgrounds, including those who may have faced educational disadvantages [17].

These examples demonstrate the efforts of UK universities to actively recruit and support students from underrepresented groups in STEM subjects. By providing targeted outreach, mentoring, and support, universities are working to address the underrepresentation of certain groups and create a more diverse and inclusive STEM community.

4. Scholarships and bursaries

Scholarships and bursaries have been instrumental in addressing the financial barriers faced by students from disadvantaged backgrounds. Access to quality education should not be limited by economic constraints, and universities have recognised the importance of providing financial aid to ensure that talented individuals have an equal chance to pursue STEM degrees. Scholarships and bursaries may cover tuition fees, living expenses, and other educational costs, alleviating the financial burden on students and allowing them to focus on their studies.

Numerous UK universities offer STEM scholarships and bursaries specifically for students from disadvantaged backgrounds, such as:

1. The University of Birmingham Access to Birmingham (A2B) Scholarship [18] provides financial support to students from low-income backgrounds. The scholarship offers a tuition fee waiver and a maintenance grant, making higher education more accessible for students pursuing STEM degrees.

2. The University of Edinburgh Undergraduate Mathematics Scholarships offers Mathematics Scholarships for undergraduate students from underrepresented backgrounds [19]. These scholarships provide financial assistance to cover tuition fees and living costs, enabling students to pursue their studies in mathematics.

3. The University of Manchester offers the Manchester Bursary [20], which provides financial support to students from low-income households. The bursary is available for undergraduate students studying STEM subjects and helps cover tuition fees and living expenses.

4. Imperial College London provides the President’s Undergraduate Scholarships [21], which are awarded to students from underrepresented backgrounds who demonstrate academic excellence. The scholarships cover full tuition fees and provide a living cost allowance for undergraduate studies in STEM fields.

5. The University of Bristol offers Access to Bristol Scholarships for students from underrepresented backgrounds [22]. These scholarships provide financial support to cover tuition fees and living costs, making higher education more accessible for students pursuing STEM degrees.

6. University of Warwick: The University of Warwick’s Warwick Scholars Program provides scholarships and bursaries to students from underrepresented backgrounds [23]. These financial awards aim to support students studying STEM subjects and alleviate the financial burden of tuition fees and living costs.

5. Mentoring and support

Mentoring and support programs are instrumental in supporting minority students throughout their academic journeys on STEM courses. These programmes provide guidance, mentorship, and a support network for students from underrepresented backgrounds, helping them navigate the challenges they may face and providing them with the necessary tools to succeed. Target Oxbridge [24], is a mentoring programme that specifically supports black African and Caribbean students in their applications to Oxford and Cambridge. The programme provides one-to-one mentoring, advice on the application process, interview preparation, and academic support to increase the representation of black students in STEM fields.

Once enrolled, mentors, who are often experienced faculty members or professionals in STEM fields, offer advice, encouragement, and academic support to mentees. These programmes also foster a sense of belonging, creating a safe space for minority students to share their experiences, seek guidance, and develop their skills and confidence. Mentoring and support programmes typically include one-on-one mentorship, group mentoring sessions, networking events, and skill-building workshops. The University of Leeds provides a comprehensive personal development programme called Leeds for Life [25], which includes mentoring and networking opportunities for students. The programme connects students with alumni mentors who offer guidance, support, and industry insights, creating a supportive network for students from diverse backgrounds.

The University of Birmingham also operates a Student Mentor Scheme [26] that pairs new students with trained mentors who can provide guidance and support throughout their studies. The scheme aims to create a supportive environment where students can seek advice, build connections, and foster a sense of belonging.

Universities support undergraduate Black Asian and Minority Ethnic students in a variety of ways, often through dedicated programmes, such as the Be More Empowered (BME) for Success Programme at the University of Bristol [27] and the University of Manchester’s BME Success Programme [28] who support undergraduate BAME students by improving the experience and celebrate the success of students from these backgrounds.

UK universities have made significant progress in developing programmes to address the underrepresentation of minority students in STEM fields. They have established dedicated offices, departments, or centres that focus on diversity and inclusion initiatives, working collaboratively with students, faculty, and staff. These institutions often conduct research to identify barriers and challenges faced by underrepresented groups, allowing for evidence-based programme development and continuous improvement. The Engineering Science Learning Centre is a programme at De Montfort University built around optional support sessions created by and run by student for students, as part of the Royal Academy of Engineering Diversity Impact Programme [29]. The student-oriented centre provides a range of activities that help to close the existing, as well as perceived, skills gap between students from underrepresented groups and their peers.

Peer Assisted Study Support (PASS) schemes exist in many universities, albeit with different variants of the acronym, but all who offer academic support to students through peer-led group study sessions. The schemes provide opportunities for students from diverse backgrounds to receive additional help, build study skills, and connect with peers in a supportive learning environment.

6. Diversification of STEM courses; decolonising the curriculum

UK universities are also diversifying their STEM courses to make them more inclusive and welcoming to students from diverse backgrounds. For example, UCL Mathematics Bridging Course, specifically designed to support students from diverse backgrounds who may not have had the opportunity to study certain topics in depth [30]. The course helps bridge any gaps in mathematical knowledge and builds a strong foundation for success in STEM degrees.

Universities are also creating courses that focus on the social and cultural aspects of STEM, as well as courses that are more interdisciplinary and include elements of other disciplines, such as the arts and humanities. All universities are committed to developing inclusive curriculum that represents a diverse range of perspectives and experiences. This includes incorporating diverse case studies, diverse authors and researchers, and engaging with a broad range of cultural contexts to provide a more inclusive and enriching educational experience for all students. Most institutions are actively working on decolonizing the curriculum across various disciplines, including STEM subjects. This involves critically examining and addressing Eurocentric biases and incorporating a more diverse range of perspectives, theories, and contributions from scholars and researchers from different cultural backgrounds.

7. Creation of supportive and inclusive learning environments

UK universities are also working to create supportive learning environments that are welcoming to students from diverse backgrounds. This includes providing additional support and resources to students from underrepresented groups, such as mentoring, tutoring, and counselling services, as well as creating spaces for students to meet and network with each other. In STEM subjects, with often a strong emphasis on practical projects and laboratory work it is important that inclusive laboratory environments are created by providing accessible facilities and adapting experimental procedures to accommodate students with disabilities. This ensures that all students, regardless of their physical and sensory differences, can fully participate and engage in practical STEM activities [31]. Furthermore, many facets of differences between atypical and neurodivergent students can be recognised by carefully designing assessments that recognise important STEM skills, such as problem-finding [32].

8. Student wellbeing and counselling services

Student wellbeing and counselling support services are generally well-established in both physical on-campus and virtual form offering support services to help students address personal and emotional challenges. These services create a supportive environment where students from diverse backgrounds can access professional help and support their well-being.

Disability support within Higher Education is now well established, with the typical offering including assistance with applying for the Disabled Students’ Allowances funding, referral for an assessment with an Educational Psychologist, referral for Autistic Spectrum Disorder assessment, dentification of individual reasonable adjustments, arrangements for study needs assessments, liaison with academic and other university departments and Exam support. Emerging technology now share a space for supporting students, for example Brain in Hand [33] is a digital self-management support system for people who need support in a variety of ways including help in remembering things, managing anxiety as well as planning and making decisions. The technology is not condition-specific, but is often used by people who are autistic or managing anxiety-related mental health challenges. Combining practical human support and digital self-management technology, Brain in Hand helps people live more independently. Many Higher Education students are funded by the Disabled Students’ Allowance (DSA), a government grant which helps disabled students overcome barriers to learning.

9. Student societies and networks

Student Societies and Networks should not be underestimated in terms of the added value to student experience, beyond the obvious social advantages. All UK universities host a plethora of student societies and networks that cater to diverse interests, cultures, and identities. These societies provide spaces for students to meet, network, and support each other, fostering a sense of community and belonging. A good example of a successful, STEM-related society is Formula Student (FS), Europe’s most established educational engineering competition [34]. The FS competition aims to develop enterprising and innovative young engineers and encourages more young people to take up a career in engineering, with over 100 university teams taking part every year. The competition typically forms part of a degree-level project and is viewed by the motorsport industry as the standard for engineering graduates to meet, transitioning them from university to the workplace. FS is a kite-mark for real-world engineering experience, combining practical engineering experience with soft skills including business planning and project management, celebrating its 25th anniversary in 2023.

Multifaith Chaplaincy, such as the University of Bristol’s Multifaith Chaplaincy provides a welcoming and inclusive space for students of all faiths and beliefs. The chaplaincy offers pastoral care, counselling, and a range of religious and spiritual activities, fostering a supportive community and promoting interfaith dialogue and understanding.

10. Increased diversity in STEM staff representation

Finally, there is a growing recognition of the need to increase diversity among STEM academic staff. This includes efforts to recruit more women and minority staff members, as well as providing support and training to existing staff members to help them better understand and support the needs of students from diverse backgrounds.

In all universities, you will find an Equality and Diversity Unit that works to promote diversity and inclusion across the institution, including in STEM disciplines. These units support initiatives to recruit and retain a diverse faculty and provides training and resources to faculty members to create inclusive learning environments. Additionally, universities have established Equality, Diversity, and Inclusion Committees (EDIC) that oversee initiatives to improve diversity and inclusion among staff members. These committees work to address barriers, supports recruitment efforts, and provide training and resources to promote inclusive teaching and mentoring practices.

Specific examples of successful initiatives include the University of Cambridge’s Women in Science, Engineering, and Technology initiative (WiSETI) [35] which aims to promote gender diversity in STEM disciplines and provides support, mentoring, and training to female faculty members, as well as hosting networking events and recognising and celebrating the achievements of women in STEM.

Efforts are being made to increase gender diversity in STEM across the UK. For instance, the Women in Science and Engineering (WISE) Campaign [36] aims to achieve gender balance in the UK’s STEM workforce. In addition to running events and conferences that aim to enable and promote the participation, contribution and success of women in the UK STEM workforce many institutions are engaging with WISE via membership which gives access to numerous additional benefits such as discounts and newsletters.

Advance HE is a British charity and professional membership scheme promoting excellence in higher education with some notable initiatives worth including here. Aurora is their leadership development initiative for women, run as a unique partnership bringing together leadership experts, higher education providers and research institutes to take positive action to address the under-representation of women in leadership positions in the sector [37]. Since its launch in 2013 more than 10,000 women from nearly 200 different institutions across the UK and the Republic of Ireland have participated in Aurora. The programme provides leadership training, networking opportunities, and mentoring to female staff members, enabling them to progress in their careers and contribute to a more diverse faculty.

Advance HE’s Race Equality Charter helps institutions to identify and address the barriers facing Black, Asian and minority ethnic staff and students, while also providing a framework for action and improvement. Institutions can apply for a bronze or silver award, depending on their progress [38]. In April 2023, De Montfort University (DMU) became the first higher education institution in the UK to win a Silver Award under Advance HE’s Race Equality Charter, demonstrating its commitment to addressing racial inequalities in higher education.

The Athena Swan Charter [39] is a framework which is used across the globe to support and transform gender equality within higher education and research. It was established in 2005 to encourage and recognise commitment to advancing the careers of women in STEM as well as medicine (STEMM) employment. The Charter is now used to address gender inequality more broadly, and not just barriers to progression that affect women.

These charters promote diversity among staff, for example, through targeted recruitment efforts, unconscious bias training, flexible working policies, mentoring programmes, and support networks for minority staff members. They highlight the growing recognition among UK universities of the importance of increasing diversity among STEM faculty. Through recruitment efforts, training programmes, and support networks, universities are working to attract and retain faculty members from underrepresented groups, promote inclusive teaching practices, and create a more diverse and supportive academic environment. These efforts are aimed at creating a more diverse and inclusive STEM community, which will not only benefit the students but also help address the wider societal challenges faced by STEM fields.

The Higher Education Statistics Agency (HESA), experts in UK higher education data and analysis, provides data that shows that the proportion of STEM academic staff declaring disabilities has increased over the time period (from 2% in 2007/08 to 3.8% in 2018/19), which is a much smaller percentage of STEM staff with disabilities compared to students. Furthermore, their data highlights decreasing representation at each major STEM career transition stage. The percentage of people with a known disability in the general population increases with age, but academic staff with a disability are less represented at each level of seniority. The data does not provide an explanation for the differences in the proportion of disabled staff and students, however an extensive review of available literature, analysis of HESA data for staff, and a series of interviews were carried out with disabled STEM staff to investigate the barriers to scientists declaring their disability and, importantly, what could be done to overcome them [40]. Various barriers were identified to declaring disability for STEM staff, including fear of stigma or discrimination, lack of clarity about the process for obtaining reasonable adjustments, and few role models with disabilities for early career scientists. Their conclusion was that several factors appeared to have a positive impact on declaration rates, including institutions providing clear definitions of disability as well as detailed information about available adjustments.

11. Conclusion

These examples demonstrate the efforts of UK universities to create supportive learning environments that cater to the diverse needs of students and highlight the efforts of UK universities to diversify their STEM courses and create a more inclusive and welcoming environment for students from diverse backgrounds. By adopting inclusive curriculum practices, considering individual circumstances in admissions processes, and implementing targeted support programmes, universities are actively working to address barriers and promote equal opportunities in STEM education. By providing mentoring, tutoring, counselling services, and spaces for networking and socialising, these universities aim to ensure that students from diverse backgrounds feel welcomed, supported, and connected throughout their academic journey.

If we stand back and consider the prospects for students beyond the UK, data suggests that graduates in the fields of STEM are sought after globally, but are often in short supply [41], with many countries actively encouraging enrolment in STEM to aid important growth industries like computer sciences, medtech, mobility or digital services. The success has been variable among different countries; UNESCO Institute for Statistics [41] reported that tertiary students in Malaysia and Tunisia are among the most likely to graduate in a STEM field, with between 43.5 and almost 40 percent of students receiving a respective degree (out of all countries where recent data was available). India, with a sizeable share of 34 percent of students picking STEM, [42] produced the most graduates in total in the field, due to its population of around 1.4 billion people.

Data for China was not available from UNESCO, however, in 2016, the World Economic Forum reported that China would exceed India’s number producing 4.7 million STEM graduates a year [43]. Yet, according to the National Science Foundation, China classifies engineering and science fields quite broadly, leading to a lack of comparability in the data. Other countries with strong cohorts of more than 30 percent STEM graduates include United Arab Emirates, Germany, Belarus and South Korea. In general, countries that have managed to produce a higher share of STEM graduates than elsewhere are more likely to be found in the Arab world, in Eastern Europe and also in East Asia. After Tunisia, the share of STEM degree recipients is greater than 29% in Algeria, Mauretania and Morocco, due to the prevalence of computer engineering [44] in the region. The Arab Gulf - a place that has recently been pushing to innovate its economies - is producing an above-average number of STEM graduates, including the UAE and Oman. With the exception of Germany, Western Europe is not a STEM axis, with only 26 percent of UK graduates coming from STEM courses, as do 25 percent in France and 23 percent in Spain. Even fewer graduate in the Americas, with shares of 19.6 percent and 17.5 percent in the U.S. and Brazil, respectively [45].

In recent years, the impact of these efforts by UK universities has been noticeable. More students from under-represented backgrounds are enrolling onto STEM HE courses, and the number of graduates from diverse communities is increasing. By fostering a diverse and inclusive environment, universities are benefiting from the unique perspectives, experiences, and talents that these students bring, enhancing innovation, creativity, and problem-solving within STEM disciplines. However, there is still work to be done. Continuous evaluation and improvement of outreach, scholarship, and mentoring programmes are essential to ensure their effectiveness. Collaboration among universities, industry partners, and government organisations is crucial to sustaining and expanding these initiatives. It is important to address systemic barriers, such as unconscious biases in recruitment and admissions processes, and to promote inclusivity at every level of STEM education and research. The initiatives described in this chapter aim to break down barriers, provide equal opportunities, and create an inclusive environment that allows all students to thrive and contribute to the scientific and technological advancements of the future. By investing in these initiatives, UK institutions are nurturing a new generation of STEM professionals who reflect the diversity of our society, breaking down barriers and promoting inclusivity, innovation, and creativity in the fields of science, technology, engineering, and mathematics. This commitment to embracing and supporting students from diverse backgrounds ensures that the future workforce is more representative, equitable, and better equipped to address the complex challenges facing our world.

Conflict of interest

The author declares no conflict of interest.