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- Women12
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A practical checklist to consider equality, diversity & inclusion within recruitment processes for technical staff.
This report explores institutional responses to sexual misconduct carried out by academic staff in higher education. It draws on data from interviews with students and early career academics across 14 UK higher education institutions. It includes an analysis of 61 policies relating to staff sexual m...
Posters that highlight various areas of intersectionality in STEM including impact on workplace climates, harmful stereotypes and behaviour patterns and barriers to leadership.
Drawing on examples of best practice from across the higher education sector and beyond, this guide aims to support members and associates who are involved in organising, hosting and participating in events. These can be meetings, workshops, or conferences, either online or in person. The premise...
Ableism in Academia provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm. The volume brings together a range ...
This manifesto was presented by academics David Chavannes and Maria Ryanthis at the Temple University Theory, History, and Ethnomusicology Society’s Fifth Annual Graduate Conference, Pedagogy Symposium in the USA on 13 April 2018. The text combines the manifesto—which they designed as a standalone d...
This is a guide for academic teachers who want to get the best out of their trans and gender non-conforming students, and to ensure that they can fully participate in the classroom and in their studies.
A short animation covering the key practical points to create positive change in recruitment processes for organisations. Complementary to report published June 2021.
A useful one page guide to the communications toolkit published within our report. A resource to refer to when writing job adverts.
A podcast in conversation with Professor Louise Mullany and Lucy Williams from the STEMM-CHANGE project, discussing the report published in June 2021.