Developing a New Action Plan for Gender Equality and Preparing the University’s Next Athena SWAN Submission

by Simon Chandler-Wilde, Dean for Diversity and Inclusion (job share with Ellie Highwood)

One key part of how we work as a University on diversity and inclusion (D&I) is to bring groups of people together to focus on particular protected characteristics and associated equality and D&I issues. These groups are termed “self-assessment teams”, “action plan groups”, or similar. In each case the idea is the same: to identify on the basis of evidence, consultation, and personal experience what we are already doing well, and what needs to change, and then to propose an action plan, and agree the actions proposed with the wider University, not least with those who may need to carry them out.

In the last three years we have set up three such groups. In each case a framework for what the groups think about and do has been provided by existing national self-assessment and action-planning schemes. These are:

  • The Athena SWAN Bronze, Silver, and Gold charter marks relating to advancement of gender equality, run by the Equality Challenge Unit (part of Advance HE)
  • The Stonewall Workplace Equality Index, focussed on equality and inclusivity for LGBT+ staff and students
  • The Equality Challenge Unit’s Race Equality Bronze and Silver charter marks

Details of all the above schemes and copies of the action plans produced are on the Charter Marks part of the Diversity and Inclusion website.

We advertised last Autumn for volunteers to join a new Self-Assessment Team to prepare a new action plan for gender equality for the next four years, and to prepare our next University Athena SWAN submission in November, aiming this time for a Silver award. We received many, high quality expressions of interest, and have supplemented these by approaching some other staff and students directly, to ensure a balance of experiences and genders on the final team – the photo shows our team, and below are contact details and brief info for all our team members.

We’re keen to hear from staff across the University regarding issues that they would like us to address in the action plan. Queries, thoughts, and suggestions can be directed to any of the SAT members listed below, or can be sent through to the central D&I email diversity@reading.ac.uk.

We’re particularly keen for staff to volunteer themselves for focus groups we will be running. These are as follows, with more to follow:

  • Focus group on flexible working (formal and informal): contact Rachel Greenwood
  • Focus group on shared parental leave: contact Steve George
  • Focus group with Heads of Schools on how rewarding staff processes are working: contact Deepa Senapathi
  • Focus group with academic staff on how personal titles processes are working: contact Aleardo Zanghellini
  • Focus group with Heads of Functions on how regrading and rewarding staff processes are working: contact Yasmin Ahmed
  • Focus group on inclusivity and university committees: contact Carol McAnally
  • Focus group with secretaries of university committees on selection of membership: contact Nathan Helsby

Since we submitted last in 2016 there have been welcome and important changes to the Athena SWAN scheme. Athena SWAN was previously focussed particularly on under-representation of women in STEMM subjects. It now addresses gender equality across all academic subjects, and across professional and support staff, including equality issues affecting both women and men. It also asks for intersectional issues to be addressed (e.g. why so few black women professors in the UK?), and inclusivity for trans staff and students.

Our SAT team, in alphabetical order – and see above picture – is:

  • Yasmin Ahmed, the Diversity and Inclusion Advisor in HR. Her interests include all things D&I and particularly making the workplace more inclusive and changing cultures.
  • Simon Chandler-Wilde, the SAT Co-Chair, a Dean for Diversity and Inclusion (in a job-share with Ellie Highwood) and a professor of applied maths. His interests include equality around promotions, flexible working, dealing effectively with harassment and bullying
  • Ben Cosh, a maths professor and Head of the School of Mathematical, Physical, and Computational Sciences. His interests include gender equality (and getting more men involved), spreading good practice across the university, supporting staff across the university in their career development and progression
  • Maddi Davies, an Associate Professor in English. Her interests include feminist theory and discourse, and she is keen to bring together personal narratives together with quantitative data to paint a clear picture of what we need to do next on gender equality
  • Steve George, a Research Scientist in NCAS and chair of the University of Reading Research Staff Committee. His interests include the career development of research staff and the intersection of Athena SWAN with our work for the HR Excellence in Research Award.
  • Rachel Greenwood, a Senior Support Officer in RISIS who joined us last year, when looking for a part-time role. Her interests include flexible working and how we ensure that flexible working is encouraged and supported through recruitment processes, plus experiences of working parents.
  • Rebecca Harris, an Associate Professor and the School Director of Teaching and Learning in the Institute of Education, having previously worked in secondary schools for 16 years. Her interests include LGBT inclusion, and, as part of this, working to support inclusion in local schools.
  • Nathan Helsby, Head of Planning and Reporting in the Planning and Support Office. His interests include effective and usable diversity data reporting, e.g. via our Athena SWAN dashboard, and supporting the development of our professional staff.
  • Karen Henderson, the Director of Technical Services. Her interests include supporting the development of our professional staff and addressing the over-representation of women in lower grades, and under-representation at higher grades.
  • Ellie Highwood, the SAT Co-Chair, joint Dean for Diversity and Inclusion, and a Professor of Climate Physics. Her interests include the promotion of flexible working, fairness and support around promotion processes, and part-time working.
  • Joanna John, Joint Head of Doctoral Skills Training and Development in the Graduate School. Her interests include: intersections between gender, ethnicity and socio-economics; part-time students; student parents.
  • Carol McAnally, a Business Relationship Manager in the Knowledge Transfer Centre within Research and Enterprise Services, having previously worked for a research council. Her interests include embedding flexible working within the culture, and working on gender equality within professional services.
  • Claire Rolstone, Assistant Director of Human Resources, with a portfolio including HR Operations and Advisory Services. Her interests in Athena Swan focus on staff recruitment processes and how we support our staff.
  • Patricia Riddell, a Professor of Applied Neuroscience and the diversity and inclusion champion in the School of Psychology and Clinical Language Science, who led the last Athena SWAN submission from that school. Her interests include workplace stress, reducing this, its impact on staff, and the gendered nature of its presence and effects.
  • Deepa Senapathi, a Research Fellow in Agriculture, previously a Research Fellow in the School of Biological Sciences (SBS). Three years ago Deepa co-led the SBS Athena SWAN Bronze application, which was successful. Her areas of interest are barriers and incentives to progress, especially as regards early researchers and fixed term contractors. How we communicate across cultures is also an area of interest and knowledge.
  • Susan Thornton, the Assistant Director of HR for People and Talent. Her interests include staff and leadership development, e.g. her team organises and supports female staff on the Aurora Programme, and making sure that we pull experience of working on Athena SWAN within Schools into the wider university.
  • Nozomi Tolworthy, the RUSU Diversity Officer, who previously graduated from the Department of Film, Theatre and Television. Her interests include communicating across cultures with staff and students, and the flow of communication between staff and students, especially related to diversity and inclusion initiatives and achievements
  • Robert Van de Noort, the recently-appointed Vice-Chancellor of the University of Reading and the University Executive Board Gender Diversity Champion. His interests include all aspects of supporting and developing work on diversity and inclusion at Reading.
  • Aleardo Zanghellini, a Professor of Law and Social Theory in the School of Law. His interests include gender equality, career progression and intersection with gender and (not least through his own research work) gender identity and the support of trans people at Reading

Celebrating Forgotten Women

Guest post by Dr Madeleine Davies, School of Literature and Languages

Thursday February 8th 1918 marked the Royal Assent to the Bill that gave the vote to property-owning women aged 30 and over: on the evening of the same date, 100 years later, staff and students gathered in the Edith Morley Building to hear a series of talks and to enjoy an exhibition and a party, ‘Celebrating Forgotten Women’.

The evening was the second in a series of three events organised from the Department of English Literature and the Department of History and supported by the Diversity and Inclusion Fund. We called the series, ‘Feminism 100’, and the first event, ‘Debates and Doughnuts: Is Feminism Dead?’ involved a rigorous student-led debate which achieved the revival of RUSU FemSoc, inactive for two years.

‘Celebrating Forgotten Women’ was also student-led: Part 2 English Literature student Imi Snell contacted Dr Jacqui Turner and myself in relation to an idea she had for a work placement on the SLL module, ‘Literature and Education’. Imi wanted this placement to be informed by Vote100 and to celebrate the centenary of the extension of the franchise. Because the placement required an emphasis on both ‘literature’ and ‘education’, Imi’s idea involved an exhibition of Suffrage material and a series of talks in which the forgotten women of literature, history, science, and culture could be discussed and celebrated.

Up to 100 staff and students, including the D&I Deans, braved the discouraging February night to join us for the celebration. Colleagues from English Literature and History contributed fascinating talks on a variety of ‘forgotten women’. Dr Mary Morrissey (Lit) spoke with great wit about the first known published English female poet, Isabella Whitney; Professor David Stack (History) discussed the work of palaeontologist Mary Anning; Dr Natalie Thomlinson (History) discussed Jayaben Desai; Dr Jacqui Turner (History) introduced the evening and spoke of the suffrage movement, and I discussed the neglected significance of the work of translator Constance Garnett. Part 2, Part 3, and PhD students from English Literature, History and Classics delivered confident, reflective and inspiring talks on Harriet Tubman, Cloelia, Emma Gifford, Libby Lane, and Ching Shih, and the Q&A session produced well-informed questions from our largely UG student audience. WSPU-Coloured lanyards and commemorative postcards were given to our guests, a badge-making operation in the exhibition space produced highly professional badges of our ‘forgotten women’, and an exhibition managed by Guy Baxter from Special Collections displayed the Cliveden House visitor’s book and a Suffragette ring amongst other exhibits. WSPU-coloured balloons festooned the Edith Morley First Floor Foyer, Blackwells ran a book-stall, and the wine flowed. The event ran for three hours in and outside the Van Emden Lecture Theatre.

A Twitter feed commented on and responded to the talks, and Facebook live streaming of the Q&A section was managed by Part 3 English Literature student, Victoria Matthews, who had led ‘Debates and Doughnuts’. The Twitter feed produced a steady stream of very positive feedback, Imi was interviewed by Radio Berkshire, ‘Spark’ is writing about the evening, a Press release was produced with Pete Bryant’s help, and Jacqui Turner took three samples of our lanyards to the Vote100 Project Team at the Houses of Parliament where they will be on permanent display. In terms of ‘impact’, the event exceeded all expectations.

Perhaps the most positive impact of the 2018 celebrations at UoR is the close partnership that has developed between the staff and students of English Literature, Classics and History, all of whom are working together to revive feminist debates on campus. ‘Celebrating Forgotten Women’ showcased the benefits to learning of work placements, and demonstrated the strength of the staff-student partnerships and inter-School collaborations at Reading. Above all, it has showcased that of which we are most proud at Reading – our students.

Our sincere thanks to the Diversity and Inclusion Fund for making ‘Feminism 100’ possible. The celebrations are not yet at an end and we hope that students and colleagues will join us at more events and discussions as this important centenary year unfolds.

Launching a project to recognise diverse role models in STEM for the International Day for Women and Girls in Science

Guest post by Dr Joy Singarayer (Associate Professor of Paleaoclimatology and Equality and Diversity School Champion in the School of Mathematical, Physical and Computational Sciences), marking the International Day for Women and Girls in Science (11 Feb 2018).

Link to the STEMsational Figures website (http://stemsational-figures.co.uk).

Visibility of role models is an important aspect of inspiring student achievement, sense of belonging, and career choices. Students may find aspiration from role models in a variety of places, for example in the teaching staff, other students, public figures, or key scientists featured in their courses. There is a diverse student population in SMPCS (School of Mathematical, Physical, and Computational Sciences) in terms of gender, ethnicity and other characteristics (see the figure) and ideally our curricula should also be designed to recognise the contributions made by a diverse range of scientists. There are national movements to introduce more inclusive and diverse curricula within higher education, following campaigns started at other universities, including ‘why is my curriculum White’ and ‘decolonise our Uni’. I believe this move for change is not just of benefit to underrepresented students but to raise awareness of diverse role models for everyone, as a life enhancing opportunity, and because we are educating future leaders and employers.

Our school successfully renewed its Athena SWAN silver award in 2017. We have made significant progress in gender parity in many areas of staff and student recruitment, inclusive work environment, and career progression. However, our recent data analysis and focus groups did also bring to light some previously unexamined issues, such as an intersectional gender-ethnicity attainment gap as well as concerns of gender differences in numbers going on to postgraduate studies. In response, among other actions in the SMPCS Athena SWAN Action Plan 2017, we have included an action to explore how we can raise attainment and career aspirations through the development of a web resource highlighting diverse role models within subjects studied by SMPCS students. This is especially relevant here as the staff currently delivering our undergraduate and postgraduate programmes are somewhat less diverse than our students (we are also working towards rectifying this within our action plan).

Our Head of School provided a budget for us to employ three undergraduate research experience students over summer 2017 for six weeks to initiate and develop a website for SMPCS to enable students and staff to explore the contributions of diverse scientists and mathematicians relevant to their programmes. The undergraduate research students who developed the webpage gained experience of independent research, web design, interview techniques, writing for public online media, and project management. The results of their hard work can be found at the STEMsational Figures webpage (http://stemsational-figures.co.uk), which we are launching to correspond with International Day of Women and Girls in Science (February 11th 2018). The webpage currently features figures such as Maryam Mirzakhani – mathematician and first woman to win the Fields Medal, Grace Hopper – computer scientist and inventor of the compiler, and Susan Soloman – climate scientist who worked out the cause of the Antarctic ozone hole.

Having completed the initial phase of webpage development, hopefully, this is only the beginning of this project. The question is how to maintain, publicise, and develop the webpages so they will be of on-going benefit to future students. Our plan is to explore the potential to incorporate further development within the graduate skills modules that undergraduate students in all of our departments undertake. We can use this framework to discuss unconscious bias and diversity, raise awareness of the broader history of their subjects, enhance their skills in writing for a public science audience and using social media in research, and at the same time develop the webpage content year by year. We hope to coordinate with module conveners to assess this opportunity in practical terms in time for the 2018-19 academic year. In the meantime we would welcome any feedback on the webpage or suggestions for more role models to Joy Singarayer (j.s.singarayer@reading.ac.uk) or Calvin Smith (calvin.smith@reading.ac.uk).