1. 1 Fiona McLean Equal Opportunities Coordinator University College London (UCL)

2. 2 Background - UCL How bad are things? The Leaky Pipeline Mythologies Overview - How it begins Statistics – UCL and UK What are the issues? What action should we be/is UCL taking?

3. 3 UNIVERSITY COLLEGE LONDON Founded in 1826. Third University in England 70 Departments in eight faculties First to admit students of any religion & without reference to social background First to admit women on equal terms with men 27,000 staff and students 7656 staff of which 4,000 academic and research staff 19,000 students, of which two thirds are undergraduates, more than a third engaged in graduate studies

4. 4 How bad are things? Women are 50% of the population 20% of those doing A level Physics are women 4% of Physics professors are women

5. 5 How bad are things? Women made up 40% of graduates in Medicine in last 5 years 11% of clinical academics in Medicine are women 1 in 5 Medical Schools has no female professors Only 2/33 heads of UK Medical Schools are women Occupational segregation exists in the UK on the basis of ethnicity and sex

6. 6 The Leaky Pipeline Drift away by gender and ethnicity, - by disinterest, or failure to ’make the grade’? 1.Five GCSE’s grades A-C 2.Science A levels 3.Qualify for university entry in Science subject 4.Subject choice 5.Performance at degree award, first or upper second? 6.Pursuit of postgraduate, or further study 7.Career in academia 8.Recognition/promotion/career advancement

7. 7 MYTHOLOGIES “We only choose the best - academe is a meritocracy”. Evidence shows unconscious and conscious bias in selection, but also disproportionate weighting of processes that favour males “It is only a matter of time”….women’s representation decreases with each step up the academic hierarchy, even in fields that have had a large proportion of women doctorates for 30 years and despite 32 years of sex discrimination legislation

8. 8 Overview…How it begins. Gender stereotypes among pupils, teachers, parents, career advisers, what is appropriate for boys and girls Cultural, social and economic factors affecting choices Ethnicity has a strong impact on curriculum choices and job preferences Socio economic factors more significant than ethnicity or gender. High academic potential of non traditional pupils, but low application rate to university, especially the top universities, high drop out rate Discrimination in the job market

9. 9 But…. 80% of girls and 55% of boys said they would be willing to learn to do non traditional jobs 68% of boys and 82% girls want a job they can combine with family responsibilities Majority of employers agree improved gender balance means better mix of skills and talents, good business

10. 10 “Not a university type?” UCL project working with 6 London secondary schools 68 academically able, scientifically orientated 14-16 year olds from diverse social and ethnic backgrounds with no history of university attendance Explored pupils perceptions and aspirations about Medical Schools Follow up - one week widening access summer school for 40 pupils considering applying to Medical School, aged 16, from deprived backgrounds

11. 11 Overview – what makes a difference Better information from independent sources about options. Better careers guidance, especially for underachieving pupils with poor backgrounds Pupils talk to real students and graduates at Open Days, Summer Schools and find out what is entailed/involved Diverse role models, ethnic and gender mix of staff & students at Open Days Diverse images in publications, websites, positive welcoming statements, stated commitment to equal opportunities

12. 12 Overview – what makes a difference, continued Measuring and acknowledging potential at selection Ensure assessment methods no ethnic or gender bias Promote access to jobs, work based training and apprenticeships, especially in non traditional areas, ‘try out’ before deciding Encouragement More of same sex, better diverse ethnic representation in non traditional areas Better working conditions

13. 13 UCL undergraduate UK domiciled first years in SET excluding Life Sciences GenderBuilt Environ- ment Biomedical Sciences Engineer- ing Maths & Physical Sciences Female46.2%72.2%18.8%33.8% Male53.8%27.8%81.2%66.2% No of students 9318186417

14. 14 UCL postgraduate UK domiciled first years in SET excluding Life Sciences GenderBuilt Environ- ment Biomedical Sciences Engineer- ing Maths & Physical Sciences Female46.5%53.2%27.4%35.8% Male53.5%46.8%72.6%64.2% No of students 271453259173

15. 15 UCL undergraduate non UK domiciled first years in SET excluding Life Sciences GenderBuilt Environ- ment Biomedical Sciences Engineer- ing Maths & Physical Sciences Female45.8%100%25.6%53.8% Male54.2%0%74.4%46.2% No of students 482160195

16. 16 UCL postgraduate non UK domiciled first years in SET excluding Life Sciences GenderBuilt Environ- ment Biomedical Sciences Engineer- ing Maths & Physical Sciences Female55.4%56.7%28.2%41.5% Male44.6%43.3%71.8%58.5% No of students 31620832382

17. 17 Undergraduate awards made in 2006 in SET excluding Life Sciences Proportion of females and males achieving firsts similar. More females getting upper seconds 60%:48%

18. UCL % MF Prof8317 Reader6832 Senior Lecturer 6436 Lecturer5743 Total6931 SET % MF 8218 7327 7525 6139 7327 2007 UCL Statistics

19. 19 Headcount by Sex/Grade SET UCL

20. 20 Average Length of Service by Grade/Sex in SET

21. 21 Average Age by Grade/Sex in SET

22. 22 Instances of Maternity leave in SET * 01/01/07 - 31/04/07

23. 23 What are the issues in academia? Getting In Fewer women applying in some subject areas Isolation of women in some reseach groups/disciplines Gender bias and stereotyping in men AND women Transition from short term contract researcher to lecturer is a critical hurdle Women under represented on boards, panels, committees Long work hours culture and lack of family friendly policies off putting Lack of women and role models in some areas, laddish culture and boys’ clubs

24. 24 What can we do? Getting In Work with schools to give ‘tasters’ and more information about non traditional subjects, better careers advice, encouragement to girls Monitor gender disaggregated data for staff and students, identify barriers, monitor progress Set gender targets Raise awareness of gender issues/training Transparent and fair recruitment procedures Better representation of women on boards, panels, committees Flexible working/ work-life balance and family friendly policies

25. 25 What are the issues in academia? Getting On Women perceive less encouragement and less good prospects re promotion More women are likely to have taken career breaks, may have negative effect on research/careers Workload allocation- women may be more likely to have more teaching, pastoral, clinical or administrative responsibilities

26. 26 What can we do? Getting On Mentors and women’s networks so women less isolated. Leadership programmes for underrepresented groups Take into account career breaks in promotion/research assessment Monitor work hours. Senior staff/leaders set example by working flexibly themselves. Meetings at family friendly times. Promote knowledge, transparency and clarification of promotions process. Better advice re career routes and balancing work : family Performance appraisal to include discussion on promotion

27. 27 What can we do? Getting On, Continued Promotion also through teaching route Monitor composition of committees and panels - ensure diverse and gender balanced selection and promotion panels. Harassment and bullying procedures Fair work allocation Fixed terms of office on committees, rotate executive positions Exit interviews

28. 28 What are the issues in academia? Getting Back Career breaks may have negative impact on career and interrupt research Loss of contact/knowledge in time away Balancing family and work life on return Tiredness!

29. 29 What can we do? Getting Back. Plan career breaks in advance if possible, discuss with employer Keep in touch days Information/newsletters sent from workplace while away Sabbatical for one term from teaching commitments on return Maternity: Workplace Nursery, Childcare vouchers Flexible working and monitor uptake of this Review with line manager that return satisfactory

30. 30 UCL Gender Initiatives Annual staff monitoring Gender target: to increase the representation of senior women by 2% per annum with the ultimate aim of a 50:50 split of women and men at this level at UCL by 2011 Women’s Mentoring Scheme for new appointments to all research posts, in the Medical Schools and support staff Increase representation of underrepresented groups on UCL Committees – target individuals: vacancies, co options Sabbatical for one term from teaching commitments for women on return from maternity/adoption carer’s leave

31. 31 UCL Initiatives, continued Athena SWAN charter All SET Depts have to undertake initiative towards advancement of women in SET Gender Equality Scheme and Action Plan RAE special circumstances box - briefing and promotions Equal Pay Review showed no disproportionate effect Promotions –No Quota! –Workshops (including women only) –Diverse panels –Monitored by sex

32. 32 Bibliography ‘Not a University Type?’ UCL Project p.greenhalgh@pcps.ucl.ac.uk ‘Best Practice in Career- Break Management’. Institute of Physics January 2006 www.iop.org ‘Women in University Physics Departments’. Institute of Physics February 2006 ‘Representation of Ethnic Groups in Chemistry and Physics’. Institute of Physics May 2006 ‘Women in Academic Medicine’.July 2007 ‘Moving On Up - Ethnic Minority Women and Work’. Equal Opportunities Commission. Bhavnani 2006 ‘Breaking Down the Stereotypes: Gender and Achievement in Schools.’ Skelton, Francis and Valkanova EOC 2006 ‘Women in Non Traditional Training and Employment’ EOC 2007 Dale, Jackson and Hill