Equality, Diversity and Inclusion

Equality, Diversity and Inclusion (EDI) Resources

Equality, Diversity and Inclusion (EDI) are essential for good research practice and to support a positive research culture. We have compiled a list of resources to support knowledge in this area.

Equality: Creating an environment for fair and just treatment of all members of society.

Diversity: Creating an environment for including, representing, listening to, and enabling participation of people from different backgrounds and perspectives without judgement or stereotype.

Accessibility: Creating an environment for supporting participation of individuals in all programs and activities.

 

From UKRIO

 

From elsewhere

 

From UKRIO

 

Equality, Diversity & Inclusion in the Research Environment. Webinar series, 2022. https://ukrio.org/events/past-webinar-series/equality-diversity-and-inclusion-in-the-research-environment/

 

From elsewhere

 

General

 

Guidance

 

Dewidar, O., Elmestekawy, N., & Welch, V. (2022). Improving equity, diversity, and inclusion in academia. Res Integr Peer Rev. 7:4 https://doi.org/10.1186/s41073-022-00123-z

Guidance on the collection of diversity monitoring data. Advance HE, 2022. Updated guidance on how to collect data about personal characteristics of staff and students in UK higher education. https://www.advance-he.ac.uk/knowledge-hub/guidance-collection-diversity-monitoring-data

Building an inclusive and supportive research environment. Research Excellence Framework, 2021. https://www.ref.ac.uk/about-the-ref/blogs/building-an-inclusive-and-supportive-research-environment/

Wedekind, L., Noé, A., Mokaya, J., Tamandjou, C., Kapulu, M., Ruecker, A., Kestelyn, E., Zimba, M., Khatamzas, E., Eziefula, A. C., Mackintosh, C. L., Nascimento, R., Ariana, P., Best, D., Gibbs, E., Dunachie, S., Hadley, G., Ravenswood, H., Young, B., Kamau, C., Marsh, K., McShane, H., Hale, R., McPhilbin, E., Ovseiko, P. V.; Oxford Equity in Academia consortium, Surender, R., Worland, C., White, L. J., & Matthews, P. C. (2022). Equity for excellence in academic institutions: a manifesto for change. Wellcome Open Res. 2021 Jun 7;6:142 https://doi.org/10.12688/wellcomeopenres.16861.1

Willis, L. M., Mehta, D., & Davis, A. (2020). Twelve Principles Trainees, PIs, Departments, and Faculties Can Use to Reduce Bias and Discrimination in STEM. ACS Cent. Sci. https://doi.org/10.1021/acscentsci.0c01120

Equality, Diversity and Inclusion in Science and Health. EDIS is a coalition of organisations working to improve equality, diversity and inclusion within the science and health research sector. The website includes further EDI resources. https://edisgroup.org/

Inclusive writing guide. The University of Bristol. Inclusive writing is accessible and welcoming to everyone. It avoids using words, expressions or assumptions that could exclude or offend anyone. https://www.bristol.ac.uk/style-guides/writing/inclusive/

Joint commitment for action on inclusion and diversity in publishing. Organized by the Royal Society of Chemistry, involving over 50 publishers. https://www.rsc.org/new-perspectives/talent/joint-commitment-for-action-inclusion-and-diversity-in-publishing/

Equality, diversity and inclusion. UK Research and Innovation (UKRI). https://www.ukri.org/what-we-offer/supporting-healthy-research-and-innovation-culture/equality-diversity-and-inclusion/

Diversity and inclusion: helping more ideas thrive. Wellcome Trust. https://wellcome.org/what-we-do/diversity-and-inclusion

Equality, Diversity and Inclusion. Queen Mary University of London’s website detailing their strategy on EDI with links to resources and events. https://hr.qmul.ac.uk/equality/

Council of Science Editors. A compilation of guidance documents and other materials provides information related to ‎furthering diversity, equity, and inclusion (DEI) in scholarly publishing. https://www.councilscienceeditors.org/resource-library/diversity-equity-and-inclusion-resources/

STM Association. STM’s Early Career Publishers Committee has compiled a list of free online resources for understanding and tackling diversity, equity and inclusion issues from both within the STM publishing industry, and within what we publish. https://www.stm-assoc.org/early-career-publishers/diversity-equity-and-inclusion-resources/

 

Multimedia

 

EDI in STEM: Is it Time for an Open Discussion? Patanjali Kambhampati of McGill University, presenting to the Society for Academic Freedom and Scholarship at Saint Mary’s University, Halifax, 2022. https://www.youtube.com/watch?v=v9-wf4f0QP4 (1h 26 min)

Workshop on EDI in Academic Research & Grant Applications. Réseau Interuniversitaire québécois EDI / Quebec Inter-University EDI Network , 2021. https://www.youtube.com/watch?v=HJkFhm9Ub5w (1h 23 min)

Equity, Diversity, and Inclusion as Action: Designing a Collective EDI Strategy. Pamela Espinosa de los Monteros at OSU presenting at SJSU School of Information, 2020. https://www.youtube.com/watch?v=HBhGCNUY-4M (1 h 14 min)

Research Integrity – how does it relate to diversity and why should we care? Diversity in Research Podcast, 2022. https://diversityinresearch.buzzsprout.com/1026718/8591312-research-integrity-how-does-it-relate-to-diversity-and-why-should-we-care (1 hr 6 min)

Academic wheel of privilege. “To reflect our mission of justice and equity in academia we created the Academic Wheel of Privilege …  as a framework for reflecting on our intersecting identities across multiple domains (e.g. race, wealth, health, gender, education, etc). This framework was adapted from Sylvia Duckworth’s Wheel of Privilege and acknowledges the intersectionality framework developed by Kimberlee Crenshaw (Crenshaw, 2017).” Figure 2 in https://osf.io/preprints/metaarxiv/k7a9p/

The Academic Wheel of Privilege is based on twenty identity types spanning seven categories: living and culture, caregiving, education and career, gender and sexuality, race, health and wellbeing and childhood and development. These identity types are shown as circles connected to three concentric rings (outer, middle and inner) of “identity” circles with increasing privilege as you go towards the centre. The effect of the concentric rings makes it appear like a funnel – the closer you get to the centre the more you’re likely to spiral into more privilege.

Reproduced under CC-BY Attribution 4.0 International from Elsharif et al. (2022), MetaArXiv https://doi.org/10.31222/osf.io/k7a9p (see the Disability and Neurodiversity section)

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

💡 Horn, L., Alba, S., Blom, F., Faure, M., Flack-Davison, E., Gopalakrishna, G., Ijsselmuiden, C., Labib, K., Lavery, J. V., Maseakela, R., Schroeder, D., Simon, N., Van Zyl, C., Vasconcelos, S., Visagie, R., & Kombe, F. (2022). Fostering Research Integrity through the promotion of fairness, equity and diversity in research collaborations and contexts: Towards a Cape Town Statement (pre-conference discussion paper). OSF Preprints. https://doi.org/10.31219/osf.io/bf286

“The 7th World Conference on Research Integrity (7WCRI) takes place in Cape Town from the 29th May 2022 to 1st June 2022. The theme of the conference is Fostering Research in an unequal world. We have proposed the Cape Town statement on Fostering Research Integrity through the promotion of fairness, equity and diversity in research collaborations and contexts as the major collaborative output for this conference.”

🔬 Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. Int J Educ Integr., 18:10 https://doi.org/10.1007/s40979-022-00105-0

💡 Ross-Hellauer, T. (2022). Open science, done wrong, will compound inequities. Nature, 603: 363. https://doi.org/10.1038/d41586-022-00724-0

💡 Ruzycki, S. M., & Ahmed, S. B. (2022). Equity, diversity and inclusion are foundational research skills. Nat Hum Behav., 6: 910-912 https://doi.org/10.1038/s41562-022-01406-7. https://www.nature.com/articles/s41562-022-01406-7.pdf

💡 Odedina, F. T., & Stern, M. C. (2021). Role of funders in addressing the continued lack of diversity in science and medicine. Nat Med., 27: 1859-1861 https://doi.org/10.1038/s41591-021-01555-8

💡 Sweet, D. J. (2021). New at Cell Press: The Inclusion and Diversity Statement. Cell, 184 (1): 1-2 https://doi.org/10.1016/j.cell.2020.12.019

💡 Moher, D., Bouter, L., Foeger, N., & Dirnagl, U. (2021). Incorporating equity, diversity, and inclusiveness into the Hong Kong Principles. PLOS Biol., 19(4): e3001140. https://doi.org/10.1371/journal.pbio.3001140

🔬 Mullin, A. E., Coe, I. R., Gooden, E. A., Tunde-Byass, M., & Wiley, R. E. (2021). Inclusion, diversity, equity, and accessibility: From organizational responsibility to leadership competency. Healthc Manage Forum, 34(6): 311-315 https://doi.org/10.1177/08404704211038232

💡 Kikabhai, N. (2022). How educational systems respond to diversity, inclusion and social justice: Disability, power, discipline, territoriality and deterritorialization. Br J Sociol., 1-14 https://doi.org/10.1111/1468-4446.12969

💡 Mehta, D., Bediako, Y., de Winde, CM., Ebrahimi, H., Fernández-Chiappe, F., Vinodh Ilangovan, V., Paz Quezada, C., Riley, J. L., Saladi, S. M., Tay, A., & Weissgerber, T. (2020). Research Communication: Ways to increase equity, diversity and inclusion. eLife, 9:e60438. https://doi.org/10.7554/eLife.60438

Diversity data, UKRI. Results by diversity characteristics for each of the seven Research Councils (AHRC, BBSRC, EPSRC, ESRC, MRC, NERC and STFC and aggregated UKRI total). https://www.ukri.org/what-we-offer/supporting-healthy-research-and-innovation-culture/equality-diversity-and-inclusion/diversity-data/

📰 Murugesu, J. A. (2019). Ethnic minority academics get less UK research funding. New Scientist, 3256. https://www.newscientist.com/article/2222994-ethnic-minority-academics-get-less-uk-research-funding/

Peer Review Week: Diversity and Inclusion. Record of activities and blog posts from Peer Review Week 2018. https://peerreviewweek.wordpress.com/2018-edition-2/

 

Sex and gender

 

Guidance

 

Rees, M., Bitzer, J., Cano, A., Ceausu, I., Chedraui, P., Durmusoglu, F., Erkkola, R., Geukes, M., Godfrey, A., Goulis, D. G., Griffiths, A., Hardy, C., Hickey, M., Hirschberg, A. L., Hunter, M., Kiesel, L., Jack, G., Lopes, P., Mishra, G., Oosterhof, H., Pines, A., Riach, K., Shufelt, C., van Trotsenburg, M., Weiss, R., & Lambrinoudaki, I. (2021). Global consensus recommendations on menopause in the workplace: A European Menopause and Andropause Society (EMAS) position statement. Maturitas, 151: 55-62 https://doi.org/10.1016/j.maturitas.2021.06.006

Llorens, A., Tzovara, A., Bellier, L., Bhaya-Grossman, I., Bidet-Caulet, A., Chang, W. K., Cross, Z. R., Dominguez-Faus, R., Flinker, A., Fonken, Y., Gorenstein, M. A., Holdgraf, C., Hoy, C. W., Ivanova, M. V., Jimenez, R. T., Jun, S., Kam, J. W. Y., Kidd, C., Marcelle, E., Marciano, D., Martin, S., Myers, N. E., Ojala, K., Perry, A., Pinheiro-Chagas, P., Riès, S. K., Saez, I., Skelin, I., Slama, K., Staveland, B., Bassett, D. S., Buffalo, E. A., Fairhall, A. L., Kopell, N. J., Kray, L. J., Lin, J. J., Nobre, A. C., Riley, D., Solbakk, A. K., Wallis, J. D., Wang, X. J., Yuval-Greenberg, S., Kastner, S., Knight, R. T., & Dronkers, N.F. (2021). Gender bias in academia: A lifetime problem that needs solutions. Neuron, 109(13):2047-2074 https://doi.org/10.1016/j.neuron.2021.06.002

Report of the G7 Gender Equality Advisory Council 2021 – Building Back Better for Women and Girls. https://www.gov.uk/government/publications/report-of-the-g7-gender-equality-advisory-council-2021/report-of-the-g7-gender-equality-advisory-council-2021-building-back-better-for-women-and-girls

Gvozdanović, J. & Maes, K. (2018). Implicit bias in academia: A challenge to the meritocratic principle and to women’s careers – And what to do about it. League of European Research Universities. https://www.leru.org/publications/implicit-bias-in-academia-a-challenge-to-the-meritocratic-principle-and-to-womens-careers-and-what-to-do-about-it

Heidari, S., Babor, T. F., De Castro, P., Tort, S., & Curno, M. (2016). Sex and Gender Equity in Research: rationale for the SAGER guidelines and recommended use. Res Integr Peer Rev., 1:2 https://doi.org/10.1186/s41073-016-0007-6

 

Video

 

Meet the Authors: Gender Bias & Stereotypes in Linguistics Research and Teaching. Linguistic Society of America, 2022. https://www.youtube.com/watch?v=LFGeB1r3u9s (1 h 30 min)

EMBL Keynote Lecture: Gender bias in academic science. Jo Handelsman presenting to the European Molecular Biology Laboratory, 2021. https://www.youtube.com/watch?v=TGLRbcu_dCo (37 min)

Unconscious Bias in Academia. Kimberly Mason presenting to The Centre for the Advanced Study of Collective Behaviour, 2021. https://www.youtube.com/watch?v=D6BuVa9EGDE (44 min)

Gender bias in academic recruitment and promotion. Recognizing and overcoming it. Gender Equality Academy EU, 2020. https://www.youtube.com/watch?v=fksv2E5_A_0 (1 h 22 min)

 

Infographic

 

Spirals of inequality: how unpaid care is at the heart of gender inequalities. Women’s Budget Group, 2020. https://wbg.org.uk/wp-content/uploads/2020/04/Spirals-of-Inequality-final-1.pdf

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Faniko, K., Ellemers, N., & Derks, B. (2022). Lack of ambition or lack of support? Diverging career experiences of men and women explain the persistence of gender bias. J Appl Soc Psychol., 1-14 https://doi.org/10.1111/jasp.12883

💡 Rosa, R., & Clavero, S. (2022). Gender equality in higher education and Research. Journal of Gender Studies, 31(1): 1-7 https://doi.org/10.1080/09589236.2022.2007446

💡 Barrett, L. E. (2022). Point of View: Why both sides of the gender equation matter. eLife, 11:e78890 https://doi.org/10.7554/eLife.78890

💡 Labib, K., & Evans, N. (2021). Gender, diversity, and the responsible assessment of researchers. PLOS Biol, 19(4): e3001036. https://doi.org/10.1371/journal.pbio.3001036

Directorate-General for Research and Innovation. (2021). She figures 2021: Gender in research and innovation: statistics and indicators. European Commission, KI-02-21-406-EN-N https://data.europa.eu/doi/10.2777/06090

🔬 Squazzoni, F., Bravo, G., Farjam, M., Marusic, A., Mehmani, B., Willis, M., Birukou, A., Dondio, P., & Grimaldo, F. (2021). Peer review and gender bias: A study on 145 scholarly journals. Sci. Adv., 7 (2) https://doi.org/10.1126/sciadv.abd0299

🔬 Brown, M. E. L., Hunt, G. E. G., Hughes, F., & Finn, G. M. (2020). ‘Too male, too pale, too stale’: a qualitative exploration of student experiences of gender bias within medical education. BMJ Open, 10:e039092. http://dx.doi.org/10.1136/bmjopen-2020-039092

💡 Hayes, M. M., & Fessler, H. E. (2020). Bye-Bye Gender Bias? The Promise of a New Generation. AnnalsATS, 17 (5) https://doi.org/10.1513/AnnalsATS.201912-908ED

📰 Gewin, V. (2020). The career cost of COVID-19 to female researchers, and how science should respond. Nature, 583, 867-869. https://doi.org/10.1038/d41586-020-02183-x

Gender Equality and Economic Empowerment Policy Team. (2019). Gender equality at every stage: a roadmap for change. HM Government. https://www.gov.uk/government/publications/gender-equality-at-every-stage-a-roadmap-for-change

💡 Nielsen, M. W., Alegria, S., Börjeson, L., Etzkowitz, H., Falk-Krzesinski, HJ., Joshi, A., Leahey, E., Smith-Doerr, L., Williams Woolley, A. & Schiebinger, L. (2017). Opinion: Gender diversity leads to better science. PNAS, 114 (8): 1740-1742 https://doi.org/10.1073/pnas.1700616114

 

Race and ethnicity

 

Guidance

 

Dupree, C. H., & Boykin, C. M. (2021). Racial Inequality in Academia: Systemic Origins, Modern Challenges, and Policy Recommendations. Policy Insights from the Behavioral and Brain Sciences, 8 (1): 11-18. https://doi.org/10.1177/2372732220984183

Tackling racial harassment in higher education. Universities UK, 2020. https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/tackling-racial-harassment-higher

Tackling racial harassment: Universities challenged. Equality and Human Rights Commission, 2019. https://www.equalityhumanrights.com/en/publication-download/tackling-racial-harassment-universities-challenged

Tackling racism on campus: Raising awareness and creating the conditions for confident conversations. Advance HE, 2020. https://www.advance-he.ac.uk/tackling-racism-campus

Antiracism Toolkits, Coalition for Diversity & Inclusion in Scholarly Communications https://c4disc.pubpub.org/toolkits-for-equity

 

Video

Artificial Intelligence and Racism – What are the implications for scientific research? ALBA Network, 2022. https://www.youtube.com/watch?v=0g7nuq1XIsY (1 h 25 min)

Racism in the Academy: Global perspectives on multiple forms of racism and struggles for equity. UNESCO International Institute for Higher Education in Latin America and the Caribbean, 2021 https://www.youtube.com/watch?v=LiIxLUIB2wU (1 h 43 min)

History of Racism in Science. Jeremy Morris for the Wofford College Anti Racism Coalition, 2021. https://www.youtube.com/watch?v=PMUI9XbL-xE (30 min)

The Persistence of Race Science. Nam Kiwanuka speaks to Angela Saina for The Agenda with Steve Paikin, 2021. https://www.youtube.com/watch?v=HstYnFDSDVU (28 min)

Race, Scientific Racism and Genetics. Adam Rutherford delivers the 2021 Lee Seng Tee Distinguished Lecture at Wolfson College Cambridge. https://www.youtube.com/watch?v=x3aeJCn3SHo (1 h 27 min).

Racism in Scientific and Medical Research. Dime Society, 2020. https://www.youtube.com/watch?v=8vgqWCLcQx0 (1 h)

Racism in the science sector. Brittany Kamai interviewed by Global Science TV, 2020. https://www.youtube.com/watch?v=6qJqsCJ2yUM (10 min)

Black Educational Inequality in the UK. Comfort Moye chairs a panel at SOAS University of London, 2019. https://www.youtube.com/watch?v=CuZnbR4fb_M (2 h 11 min)

A Study in Medical and Scientific Racism In America. Udodiri R. Okwandu presents at CafeSci Boston for the GBH Forum Network, 2019. https://www.youtube.com/watch?v=WTniVzGBj5w (55 min)

 

Infographic

The story of the Race Equality Charter. Advance HE, 2019. https://www.advance-he.ac.uk/news-and-views/infographic-story-race-equality-charter

Racism in the workplace. Inclusive Employers, 2021. https://www.inclusiveemployers.co.uk/wp-content/uploads/2021/10/AntiRacism_Infographic_Final.pdf

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Wong, C. Y. E., Kirby, T. A., Rink, F., & Ryan, M. K. (2022). Intersectional Invisibility in Women’s Diversity Interventions. Front Psychol., 13:791572 https://doi.org/10.3389/fpsyg.2022.791572

💡 Bowden, A. K., & Buie, C. R. (2021). Anti-Black racism in academia and what you can do about it. Nat Rev Mater., 6: 760–761 https://doi.org/10.1038/s41578-021-00361-5

📰 Matias, J. N., Lewis Jr, N., & Hope, E. (2021). Universities Say They Want More Diverse Faculties. So Why Is Academia Still So White? FiveThirtyEight. https://fivethirtyeight.com/features/universities-say-they-want-more-diverse-faculties-so-why-is-academia-still-so-white/

📰 Ghosh, P. (2021). Universities to combat race bias in research. BBC News. https://www.bbc.co.uk/news/science-environment-59307390

💡 Researcher voices: How funders can tackle racial bias and inequality in cancer research. (2020). Cancer Research UK. https://news.cancerresearchuk.org/2020/10/12/researcher-voices-how-funders-can-tackle-racial-bias-and-inequality-in-cancer-research/

💡 Melaku, T. M., & Beeman, A. (2020). Academia Isn’t a Safe Haven for Conversations About Race and Racism. Harvard Business Review. https://hbr.org/2020/06/academia-isnt-a-safe-haven-for-conversations-about-race-and-racism

💡 Nelson, R. (2019). Racism in science: the taint that lingers. Nature, 570: 440-441 https://doi.org/10.1038/d41586-019-01968-z

Religion and belief

 

Guidance

 

Tackling antisemitism: practical guidance for UK universities. Universities UK, 2020 https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/tackling-antisemitism-practical-guidance

Akel, S. (2021). Institutionalised: The Rise of Islamophobia in Higher Education. Centre for Equity and Inclusion, London Metropolitan University. https://www.londonmet.ac.uk/about/equity/centre-for-equity-and-inclusion/publications/institutionalised/

Religion and belief: supporting inclusion of staff and students in higher education and colleges. Advance HE, 2018 https://www.advance-he.ac.uk/knowledge-hub/religion-and-belief-supporting-inclusion-staff-and-students-higher-education-and

 

Video

 

Education as Disruption: Religious bias. Joan Collier interviews a panel for Rutgers University Diversity, 2021. https://www.youtube.com/watch?v=duuarOQxBwU (60 min)

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Schneider, R. C., Coleman, C. D., Ecklund, E. E., & Daniels, D. (2022). How Religious Discrimination is Perceived in the Workplace: Expanding the View. Socius, 8. https://doi.org/10.1177/23780231211070920

Rowatt, W. C., & Al-Kire, R. L. (2021). Dimensions of religiousness and their connection to racial, ethnic, and atheist prejudices. Curr Opin Psychol., 40: 86-91 https://doi.org/10.1016/j.copsyc.2020.08.022

🔬 Barnes, M. E., Truong, J. M., Grunspan, D. Z., & Brownell, S. E. (2020). Are scientists biased against Christians? Exploring real and perceived bias against Christians in academic biology. PLOS ONE, 15(1): e0226826 https://doi.org/10.1371/journal.pone.0226826

Perfect, S., Ryan, B., & Aune, K. (2019). Faith and Belief on Campus: Division and Cohesion. Theos and Coventry University. https://www.theosthinktank.co.uk/research/2019/07/03/faith-and-belief-on-campus-division-and-cohesion

🔬 Ecklund, E. H., Johnson, D. R., Scheitle, C. P., Matthews, K. R. W., & Lewis, S. W. (2016). Religion among Scientists in International Context: A New Study of Scientists in Eight Regions. Socius, 2 https://doi.org/10.1177/2378023116664353.

💡 Religion and belief. Chartered Institute of Personnel and Development. https://www.cipd.co.uk/news-views/viewpoint/religion-belief

💡 Student Policy on religion, belief and non-belief. University of York. https://www.york.ac.uk/about/equality/policy-guidance/policies/belief-students/

 

Widening participation

 

Guidance

 

The race equality framework: A practitioner’s guide for public involvement in research. NIHR, 2022 https://www.nihr.ac.uk/documents/nihr-race-equality-framework/30388

 

Video

 

Widening Access to Higher Education in the UK. (2022). Harvey Woolf chairing a panel for McGraw Hill Europe, Middle East & Africa, and the Open University, 2022. https://www.youtube.com/watch?v=M-j6lTMJotw (1 h)

The Cinderella Syndrome: revisiting Access and Widening Participation in Higher Education. Juliette E. Torabian presenting to the Centre for Global Higher Education, 2021. https://www.youtube.com/watch?v=ZTiBZQlS0rA (1 h)

 

Infographic

 

Improving access for the most able but least likely. Institute for employment studies, 2021 https://www.realisingopportunities.ac.uk/wp-content/uploads/2021/07/RO-Infographic.pdf

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

Baines, L., Gooch, D., & Ng-Knight, T. (2022). Do widening participation interventions change university attitudes in UK school children? A systematic review of the efficacy of UK programmes, and quality of evaluation evidence. Educational Rev. https://doi.org/10.1080/00131911.2022.2077703

Farrell, M., & Wilkinson, C. (2022). A reappraisal of public engagement in Oxford during the pandemic: three case studies. Res Involv Engagem., 8: 10 https://doi.org/10.1186/s40900-022-00343-z

🔬 Widening participation: UK Performance Indicators for 2015/16 to 2020/21. Higher Education Statistics Agency, 2022. https://www.hesa.ac.uk/data-and-analysis/performance-indicators/widening-participation

Robinson, D., & Salvestrini, V. (2020). The impact of interventions for widening access to higher education: a review of the evidence. Education Policy Institute. https://epi.org.uk/publications-and-research/impact-of-interventions-for-widening-access-to-he/

💡 Butcher, J. (2020). What has been learned from 20 years of published articles on widening participation and lifelong learning? HEPI. https://www.hepi.ac.uk/2020/01/14/what-has-been-learned-from-20-years-of-published-articles-on-widening-participation-and-lifelong-learning/

Summary of an Office for Students and Research England workshop on widening participation in postgraduate research. Research England and Office for Students, 2019. https://www.officeforstudents.org.uk/media/490b0132-67fe-495c-ae79-d24c027f2b12/summary-of-ofs-and-research-england-workshop-on-widening-participation-in-postgraduate-research-dec-2019.pdf

Thompson, D. W. (2017). Widening participation research and practice in the United Kingdom on the twentieth anniversary of the Dearing report, reflections on a changing landscape. Educational Review, 71:2, 182-197 https://doi.org/10.1080/00131911.2017.1380606

King’s College London Widening Participation. Projects and partnerships for implementing their strategy. https://www.kcl.ac.uk/study/outreach/widening-participation

 

Age

 

Guidance

 

Challenging ageism: A guide to talking about ageing and older age. Centre for Ageing Better, 2021. https://ageing-better.org.uk/resources/challenging-ageism-guide-talking-about-ageing-and-older-age

Manfredi, S. (2008). Developing Good Practice in Managing Age Diversity in the Higher Education Sector: An Evidence-Based Approach. Oxford Brookes University and HEFCE, ISBN 978-1-873576-77-9. https://www.equality.admin.cam.ac.uk/files/brookes_report_age.pdf

 

Video

 

Ageism and ableism in the workplace. Summary by Brian Beach of a report by the International Longevity Centre UK, 2021. https://www.youtube.com/watch?v=zFyctJ_Swuk (4 min)

Will my age count against me at an academic job interview? jobs.ac.uk, 2014. (3 min). https://www.youtube.com/watch?v=zcVSfPNCN5M

 

Infographic

 

Ageism: how it affects us all. Institute for Public Health at Washington University, 2021. https://cpb-us-w2.wpmucdn.com/sites.wustl.edu/dist/1/2391/files/2021/05/Ageism-Infographic_FINAL.pdf

What do older workers value about work? Centre for Ageing Better, 2018. https://ageing-better.org.uk/sites/default/files/2018-07/older-workers-infographics.pdf

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Kwiek, M., & Roszka, W. (2022). Academic vs. biological age in research on academic careers: a large-scale study with implications for scientifically developing systems. Scientometrics, 127: 3543–3575 https://doi.org/10.1007/s11192-022-04363-0

💡 Esterhuizen, K. (2022). Age doesn’t matter: embracing ‘early-career research’ mid-life. HEPI. https://www.hepi.ac.uk/2022/08/01/%EF%BF%BCage-doesnt-matter-embracing-early-career-research-mid-life/

🔬 Christian, K., Johnstone, C., Larkins, J., Wright, W., & Doran, M. R. (2021) Research Culture: A survey of early-career researchers in Australia. eLife, 10:e60613. https://doi.org/10.7554/eLife.60613

💡 Shaw, S. M. (2020). Gender and Ageism in the Academy. Inside Higher Ed. https://www.insidehighered.com/views/2020/03/04/universities-should-not-minimize-influence-older-women-academe-opinion

💡 Smith, R. (2000). Age Discrimination: A Personal View. Science. https://www.science.org/content/article/age-discrimination-personal-view

🔬 Kahana, E., Slone, M. R., Kahana, B., Langendoerfer, K. B., & Reynolds, C. (2018). Beyond Ageist Attitudes: Researchers Call for NIH Action to Limit Funding for Older Academics. Gerontologist, 58 (2): 251–260 https://doi.org/10.1093/geront/gnw190

🔬 Gingras, Y., Larivière, V., Macaluso, B., & Robitaille, J. P. (2008). The effects of aging on researchers’ publication and citation patterns. PLOS ONE, 3(12): e4048 https://doi.org/10.1371/journal.pone.0004048

LGBTQ+

 

Guidance

 

Sundberg, T., Boyce, P., & Ryan-Flood, R. (2021). Challenging LGBT+ exclusion in UK higher education. UCU https://lgbt-highered.co.uk/challenging-lgbt-exclusion-in-uk-higher-education/

Cooper, K. M, Auerbach, A. J. J., Bader, J. D., Beadles-Bohling, A. S., Brashears, J. A., Cline, E., Eddy, S. L., Elliott, D. B., Farley, E., Fuselier, L., Heinz, H. M., Irving, M., Josek, T., Lane A. K., Lo, S. M., Maloy, J., Nugent, M., Offerdahl, E., Palacios-Moreno, J., Ramos, J., Reid, J. W., Sparks, R. A., Waring, A. L., Wilton, M., Gormally, C., & Brownell, S. E. (2020). Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology. CBE Life Sci Educ., 19: 3 https://doi.org/10.1187/cbe.20-04-0062

Delivering LGBT-inclusive higher education. Stonewall, 2019 https://www.ucl.ac.uk/womens-health/sites/womens-health/files/delivering_lgbt_inclusive_higher_education-2019.pdf

 

Video

 

Supporting LGBTQ and Gender Diverse Individuals: From the Academic Environment Onward. University at Buffalo School of Nursing, 2022. https://www.youtube.com/watch?v=0Az_20iY0gA (1 h 30 min)

Navigating academia as an LGBTQIA+ neuroscientist. Jordan Marrocco chaired a session for the ALBA Network, 2021. https://www.youtube.com/watch?v=_MycqtSCC7s (59 min)

Publishing Pride Webinar: Studying LGBTQ+ lives and experiences. Andrew Webber chaired a panel for Cambridge University Press – Academic, 2021. https://www.youtube.com/watch?v=LDIJ-eQY1KA (1 h 5 min)

LGBT Seminar. Belfast Health and Social Care Trust, 2020. https://www.youtube.com/watch?v=7NOg_uGGn0Y (40 min)

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

📰 Langin, K. (2022). For LGBQ scientists, being out can mean more publications. ScienceInsider. https://doi.org/10.1126/science.adb1784

🔬 Cech, E. A., & Waldzunas, T. J. (2021). Systemic inequalities for LGBTQ professionals in STEM. Sci Adv., 7: 3 https://doi.org/10.1126/sciadv.abe0933

💡 Warrender, E. (2021). Is there LGBTQ+ discrimination in STEM academia? Open Access Government. https://www.openaccessgovernment.org/lgbtq-stem-academia/121467/

💡 Boustani, K. & Taylor, K. A. (2020). Navigating LGBTQ+ discrimination in academia: where do we go from here? The Biochemist, 42 (3): 16-20 https://portlandpress.com/biochemist/article/42/3/16/225203/Navigating-LGBTQ-discrimination-in-academia-where

💡 Powell, K., Terry, R., & Chen, S. (2020). How LGBT+ scientists would like to be included and welcomed in STEM workplaces. Nature, 813-816 https://doi.org/10.1038/d41586-020-02949-3

🔬 Glazzard, J., Jindal-Snape, D., & Stones, S. (2020). Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+. Front. Educ., https://doi.org/10.3389/feduc.2020.00081

💡 Safer, R. L. & Author name changes working group (2021). Update on COPE guidance regarding author name changes. Committee on Publication Ethics. https://publicationethics.org/news/update-cope-guidance-regarding-author-name-changes

LGBTQ+ Facts and Figures. Stonewall. https://www.stonewall.org.uk/media/lgbt-facts-and-figures

 

Disability

 

Guidance

 

Powell, K. (2021). Academia’s ableist culture laid bare: Four group leaders with disabilities share their thoughts on how to make laboratories and fieldwork more accessible and inclusive. Nature, 598, 221-223. https://doi.org/10.1038/d41586-021-02695-0

Powell, K. (2021). Academia’s ableist mindset needs to change: Four junior researchers with disabilities describe their career experiences to date, and how colleagues can act as allies. Nature, 598, 693-695 https://doi.org/10.1038/d41586-021-02907-7

Chiarella, D., & Vurro, G. (2020). Fieldwork and disability: an overview for an inclusive experience. Geological Magazine, 157 (11): 1933-1938 https://doi.org/10.1017/S0016756820000928

Trewin, S., Hanson, V., Rode, J., Mankoff, J., Brady, E., Morris, M. R., Fitzpatrick, D., & Hwang, F. (2019). Accessible Conference Guide. SIGACCESS. http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-conference-guide/

Brown, N., Thompson, P., & Leigh, J. (2018). Making Academia More Accessible. Journal of Perspectives in Applied Academic Practice, 6 (2): 82-90 https://jpaap.ac.uk/JPAAP/article/view/348/482

Cavender, A., Trewin, S., & Hanson, V. (2015). Accessible Writing Guide. SIGACCESS. http://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-writing-guide/

Elsherif, M. M., Middleton, S. L., Phan, J. M., Azevedo, F., Iley, B. J., Grose-Hodge, M.,  Tyler, S., Kapp, S. K., Gourdon-Kanhukamwe, A., Grafton-Clarke, D., Yeung, S. K., Shaw, J. J., Hartmann, H., & Dokovova, M. (2022). Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled Education. MetaArXiv https://doi.org/10.31222/osf.io/k7a9p

 

Video

 

Understanding disability disclosure in academia. Marco Valero Sanchez presented to Educational Research – Lancaster University, 2022. https://www.youtube.com/watch?v=2rJhNXmW79c (1 h 23 min)

Ableism in Academia in Ireland. Panel chaired by Vivian Rath at Trinity College Dublin, 2021. https://www.youtube.com/watch?v=DzXcMPiXDE8 (1 h 24 min)

Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in HE. Centre for Global Higher Education, 2020. https://www.youtube.com/watch?v=EmmYQqRA8mg (1 h 3 min)

 

Infographic

 

Understanding disability. NHS Employers, 2020. https://www.nhsemployers.org/sites/default/files/2021-11/Understanding-disability-infographic.pdf

An overview of disability. Purple. https://wearepurple.org.uk/an-overview-of-disability-infographic/

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Brown, N., & Ramlackhan, K. (2022). Exploring experiences of ableism in academia: a constructivist inquiry. Higher Educ., 83: 1225-1239 https://doi.org/10.1007/s10734-021-00739-y

Brown, N., & Leigh, J. (2020). Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press, London ISBN: 978-1-78735-497-5 https://discovery.ucl.ac.uk/id/eprint/10110703/

🔬 Carabajal, I. G., & Atchison, C. L. (2020). An investigation of accessible and inclusive field practices in US geoscience departments. Adv. Geosci., 53: 53-63 https://doi.org/10.5194/adgeo-53-53-2020

💡 Brown, N., & Leigh, J. (2018). Ableism in academia: where are the disabled and ill academics? Disability & Society, 33 (6): 985-989 https://doi.org/10.1080/09687599.2018.1455627

📰 Voyles Askam, A. (2022). Autistic academics seek inclusivity to combat burnout. Spectrum News. https://doi.org/10.53053/SWNQ8647

 

Mental health

 

Guidance

 

Limas, J. C., Corcoran, L. C. , Baker, A. N., Cartaya, A. E., & Ayres, Z. J. (2022). The Impact of Research Culture on Mental Health & Diversity in STEM. Chem Eur J., 28: e202102957. https://doi.org/10.1002/chem.202102957

Watson, D. (2022). What can universities do to support the well-being and mental health of postgraduate researchers? Impact of Social Science blog https://blogs.lse.ac.uk/impactofsocialsciences/2022/02/01/what-can-universities-do-to-support-the-well-being-and-mental-health-of-postgraduate-researchers/

Abdelaal, G. (2020). Coping with imposter syndrome in academia and research. Biochem (Lond)., 42 (3): 62-64 https://doi.org/10.1042/BIO20200033

 

Video

 

Mental Ill-Health in Academia and the Role of the Institution: Preliminary Findings. Healthy Professional Worker Partnership, 2022. https://www.youtube.com/watch?v=dalvtOvUt3M (55 min)

How Can We Solve the College Student Mental Health Crisis? Tim Bono at TEDxWUSTL, 2021. https://www.youtube.com/watch?v=JEtNxNW0bRU (10 min)

Your mind matters: The relationship between academic culture and mental health. Future Physiology 2020 conference, The Physiological Society. https://www.youtube.com/watch?v=alsGQ4QUrW0 (1 h)

 

Infographic

 

Mental wellbeing in the workplace. NHS Employers, 2022. https://www.nhsemployers.org/sites/default/files/2022-03/Mental_Wellbeing_infographic_2022.pdf

Ezarik, M. (2022). Professor’s part in maintaining student mental health. Inside Higher Ed. https://www.insidehighered.com/news/2022/05/17/seven-professor-actions-contribute-student-well-being-infographic

Mental health at university: the facts and figures behind the UK’s student health crisis. (2019). Andrew Chell. https://www.andrewchell.com/studentliving/mental-health-university-infographic

Mental Health at Work. Purple. https://wearepurple.org.uk/mental-health-at-work-infographic/

 

Further reading

 

📰 – News

🔬 – Research Article

⭐ – Review/Report

💡 – Opinion/Comment

🔬 Hazell, C. M., Niven, J. E., Chapman, L., Roberts, P. E., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers. Humanit Soc Sci Commun., 8: 305 https://doi.org/10.1057/s41599-021-00983-8

🔬 Satinsky, E. N., Kimura, T., Kiang, M. V., Abebe, R., Cunningham, S., Lee, H., Lin, X., Liu, C. H., Rudan, I., Sen, S., Tomlinson, M., Yaver, M., & Tsai, A. C. (2021). Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students. Sci Rep., 11: 14370 https://doi.org/10.1038/s41598-021-93687-7

💡 Campbell, M. (2021). Exploring mental health in academia. Technology Networks. https://www.technologynetworks.com/tn/articles/we-are-far-from-where-we-want-to-be-an-exploration-into-mental-health-in-academia-331273

💡 A clinical psychologist discusses: Facts you never knew about Mental Health in Academia. Charlesworth Author Services, 2021. https://www.cwauthors.com/article/Real-Facts-You-Never-Knew-About-Mental-Health-in-Academia

💡 Dealing with Presenteeism and Peer Pressure in research and academia. Charlesworth Author Services, 2021. https://www.cwauthors.com/article/dealing-with-presenteeism-and-peer-pressure-in-research-and-academia

Mental Health in Academia: How can the scientific community support researchers with mental health issues? eLife https://elifesciences.org/collections/ad8125f3/mental-health-in-academia

“Concerns about mental health in the research community have been growing in recent years. This series of articles explores avenues for change and gives a voice to those on the front lines such as PIs, early-career researchers and non-academic staff.”

💡 Sibai, O., Figueiredo, B., & Ferreira, M. C. (2019). Overworked and isolated: the rising epidemic of loneliness in academia. The Conversation. https://theconversation.com/overworked-and-isolated-the-rising-epidemic-of-loneliness-in-academia-110009

 

Last revised September 2022.

Please note that this list of resources is not intended to be exhaustive and should not be seen as a substitute for advice from suitably qualified persons. UKRIO is not responsible for the content of external websites linked to from this page. If you would like to seek advice from UKRIO, information on our role and remit and on how to contact us is available here.