Hilary Leevers demands diversity

In order to be a world leader in science and engineering, the UK needs to develop a large and diverse workforce. Improving the diversity of entrants to science, technology, engineering and maths, to increase their numbers, brings its own gain: it not only enhances equality, but also facilitates innovation. Diversity brings a broader range of perspectives, new approaches to problem solving and a greater understanding of markets (1). We urge the science and engineering community, educators and employers and the government to take more radical steps to achieve true diversity and utilise all that can be gained from it.

A recent Campaign for Science & Engineering policy report argues that, while there has been much talk of improving diversity, impact has been slow and barely evident in some quarters (2). In many cases, there are practical barriers, for example, limited resources for disabled scientists and engineers, or difficulty accommodating career breaks.

This disadvantage which could be overturned by making sure that there is appropriate representation at high levels. Given the evidence that like favours like, all committees reviewing prizes, fellowships, funding and job applications and so on should be appropriately diverse. This is the only way to avoid bias (and to be seen to be doing so). It is time to start demanding diversity, rather than simply encouraging it.

Stereotypes

Achieving diversity at high levels should help pull people up by providing role models. The increasing diversity of teachers is a positive step. Last year, 14 per cent of science trainees were from ethnic minorities, and this rises to 20 per cent in mathematics.

Unfortunately, teachers often unconsciously respond to the stereotype of the white male scientist. Research has shown that science teachers have higher expectations of boys and give them more credit than girls. Black Caribbean students’ science and maths skills are often underrated and these students tend to be encouraged onto more vocational courses (3). Monitoring procedures and training teachers to be aware of these tendencies is essential.

A recent report showed that students from an immigrant background in the UK were more likely to value and enjoy science and to want to pursue it (4). It is a shame that these students have difficulty capitalising upon their enthusiasm in our current system.

Teacher shortages

Social disadvantage also has a significant impact on the mathematics and science curriculum and teaching. Schools in disadvantaged areas experience the most problematic shortages of specialist science teachers and often only offer combined rather than separate science GCSEs.

The Department for Children, Schools and Families published a report this June showing that 75 per cent of mathematics lessons at grammar schools were taught by teachers with a degree in mathematics, compared with 47 per cent of lessons in comprehensives to 16 and 58 per cent of comprehensives to 18 (5). The impact of school type is even greater for general science teaching, but less for the individual sciences.

Unfortunately, the same survey found little evidence of progress towards the government targets that 25 per cent of science teachers should be physics specialists (currently 22 per cent), and that 31 per cent should be chemistry specialists (currently 22 per cent but estimated at 25 per cent in 2005). It is vital that new teachers are targeted to schools with persistent vacancies where they are likely to have the greatest impact and help to reduce inequalities.

Effective interventions

Given how much schools, employers and the government invest in these schemes, it is important to quantify their success. For instance, the £1.5 million that has been made available for extra-curricular science activities in schools with many students from under-represented ethnic minorities might be better spent ensuring that those schools have properly qualified teachers and offer separate science GCSEs.

Implementing policies that help to engage all children in science and engineering, and providing them all with the appropriate educational and career opportunities, will help build a diverse, sustainable and innovative workforce. But it is impossible to do this without also delivering diversity for those higher up the system.

Reference

1. NESTA (2008), The Difference Dividend. 

2. CaSE (2008), Delivering Diversity: Making Science and Engineering Accessible to All.

3. S Strand (2008). Minority ethnic pupils in the Longitudinal Study of Young People in England: Extension report on performance in public examinations at age 16. DCSF Research Report RR-029. London: Department for Children, Schools and Families.

4. PISA (2008) 2006 Science Competencies for Tomorrow's World. 

5. DCSF (2008) Secondary School Curriculum and Staffing Survey, 2007.

Dr Hilary Leevers is Assistant Director of the Campaign for Science & Engineering
www.sciencecampaign.org.uk