Are young people and women provided equal learning opportunities within STEM? Research in the report by the All-Party Parliamentary Group (APPG) on Diversity & Inclusion in Science, Technology, Engineering, and Maths (STEM) found that across STEM-based careers, only 22% of roles are occupied by women, and highlights the disparities between opportunities for STEM-based learning between girls and boys.
The report explains that careers education provision is patterned by social inequalities, with working-class, minority ethnic students, girls and lower-attaining students being significantly less likely to receive and benefit from high quality careers support.
Highlighted in the Beauty in Science video, science and scientists play a crucial role in driving the beauty industry forward – from formulation technologists to chemical engineers. The British Beauty Council’s DEI Committee is working to champion inclusive and holistic education, amend curriculums, and to create mentorship opportunities to actively support and encourage the next generation to enter the prosperous beauty industry.
Based upon written evidence from 20 organisations, two oral evidence, over 20 expert interviews and a literature review of over 80 relevant sources, the report brings together five key findings, which inform six recommendations for the UK Government and its agencies, the STEM sector and educators.
“I am disappointed that the UK – as a country with a STEM skills gap – is still not tapping into the talent of those from traditionally under-represented groups who could become the scientists, engineers and technicians of the future. We are missing out on talent and those forced out of STEM are missing out on the invaluable experiences a STEM education, at any level, imparts as well as the exciting, high-skilled, green jobs of the future. As a society we have been discussing the challenges of getting under-represented groups into STEM careers for over 30 years, yet the dial has hardly moved.”
– Chi Onwurah MP, Chair, APPG on Diversity and Inclusion in STEM
To access the full report, click .
