International Women’s Day

Day 3 of our #IWD2024 Blog. Today we hear from one of our Postgraduate Research Students and another academic from the School of Education.

Tell us about yourself and what you do at the University of Sheffield?

I am Liz Taylor, I am a current part-time PhD student within Education. But I am also a member of staff in the Management School supporting students to develop their employability skills and I am also Head of a SELSA, a skills initiative within The Faculty of Engineering.

What does ‘inspire inclusion’ mean to you as someone studying the University of Sheffield? How do you envision inclusive practices and environments within the University of Sheffield that support the advancement and recognition of women in your field?

‘Inspiring Inclusion’ is all about supporting and sharing ideas, so that us, as a society can benefit. Everyone comes to university with different stories which make us who we are. These experiences, allow us to learn not only our subject, but also understand different perspectives. Through using these different perspectives, we are able to make better decisions and solve some of societies greatest problems.

Tell us about yourself and what you do at the University of Sheffield?

I am an academic at the University of Sheffield.

What does ‘inspire inclusion’ mean to you as an academic at the University of Sheffield? How do you envision inclusive practices and environments within UK universities that support the advancement and recognition of women in your field?

‘Inspire inclusion’ to me means thinking seriously and thoughtfully about scholars in your university and beyond and the best way to support them. Sometimes inclusion means time — sitting with colleagues and scholars to discuss their work and perhaps offer advice. Sometimes inclusion means actively seeking out help for someone or doing something in your power to improve their situation. Sometimes, inclusion means naming an EDI issue or concern, evening acting on events or moments that feel unjust. And, sometimes inclusion means building in early career and traditionally racially and culturally marginalised people into funding bids, publications, and actively recruiting for EDI in terms of postgraduate students. As for women, I suppose actively advocating for women — specially diverse women — to have presence, say, and a voice.

Can you can you give an example of any experiences you’ve had within academia where inclusive practices have made a positive difference in your life or the lives of others, regardless of your gender identity? How did these inclusive practices contribute to a more supportive and equitable work environment?

I have witnessed a number of inclusive practices that have made a positive difference and of course, I have witnessed the opposite too. In terms of positive practices, the push over the past decade to improve gender pay gaps has made a difference. But, the best inclusive moments that I have observed happened in Canada at Brock University during the hiring priorities for Indigenous scholars and aligning the hiring practices, protocols, and criteria to indigenous ways of knowing (e.g., number of years and roles a candidate has occupied within a specific Indigenous community).

How can academic staff contribute to fostering inclusive practices within their departments and across the broader academic institution?

I think that noticing and listening to colleagues and observing their needs and acknowledging their differences can and does go a long way.

What do you think UK universities could do to enhance support systems for female academics balancing career responsibilities with caregiving duties, including parental leave policies and flexible work arrangements?

I think that UK universities should decrease many of the additional check-points, form-filling and reporting, and esteem indicators for early and mid-career women. Also, I think that more acknowledgement of the domestic duties and labours (still) for women balancing life with career needs to be more transparent. Key aspects of the female experience in academia are often hidden (e.g.,. reviewing, external examining, letter writing, etc).

What measures can universities take to address the underrepresentation of women in certain academic disciplines and promote gender diversity in all fields of study?

Targeted hiring might help (i.e., of women and especially diverse — in all senses — women) and nuancing the nature and conditions of university life and work so that they are shaped more around the complexities of female timescales, life/health stages, and responsibilities.