Persistent challenges in achieving STEM equity

The 2024 STEM Equity Monitor, released last week, highlights critical gender disparities across study and careers in science, technology, engineering and maths (STEM) in Australia. Despite overall representation improvements across the last decade, the data reveals persistent challenges and the need for interventions like ATSE’s education, equity and career programs supporting people to study and work in applied science, technology and engineering - STELR, Elevate and IMNIS.

The data demonstrates a 76% increase in the number of women in STEM-qualified occupations from 2013 to 2023, bringing the current proportion of women in STEM roles to 15%.  There continues to be under-utilisation of STEM skills, only 31% of women STEM graduates are working in STEM occupations (compared with 56% of male STEM graduates). Of women STEM graduates not in the workforce, 53% had child caring responsibilities.

 “The rise in participation of women in STEM studies and professions is a promising development, signalling progress resulting from our collective efforts,” said ATSE CEO Kylie Walker, “However, there is still a steep road ahead to reach gender equity in STEM. This current growth must be rapidly expedited through increased opportunities, funding and support from kindergarten to mid-career, driving a comprehensive culture change.”

The report reveals an under-representation of women in STEM teaching and research positions within Australian universities. In 2022, women occupied just 30% of these roles, compared to 47% across all teaching and research disciplines. The disparity was one of the subjects of the Australian Government’s Diversity in STEM Review: ATSE awaits the Government’s response to the findings of this review.

“While we see women making strides in various fields, the lower representation in science, technology and engineering fields indicates that more targeted efforts are necessary to achieve a balanced, diverse and inclusive academic sector equipped to solve our most complex problems.”

From a foundational level, girls’ interest, engagement and confidence in STEM at primary and secondary levels remains flat. Girls continued to be underrepresented in Year 12 enrolments in information technology, physics and astronomy, and engineering and related technology. This stagnation highlights an urgent need for targeted initiatives to inspire and retain young girls in STEM fields.

“Throughout primary, secondary and tertiary education environments, we must increase confidence and interest in STEM to equip girls with the skills, confidence and opportunities to pursue fulfilling careers fuelled by these skills. This should be complemented by employment opportunities that genuinely value women’s participation and success in STEM-driven careers.

“To build the STEM skilled workforce Australia needs to meet its clean energy, modern manufacturing, electric transport and next-generation computing ambitions, we must start early with programs such as ATSE’s STELR, which provides hands-on STEM modules and teacher support for secondary schools.”

ATSE is pleased to partner with the Department of Industry, Science and Resources to help shape a future-focused STEM workforce. The Academy’s Elevate: Boosting Women in STEM program is awarding hundreds of scholarships to women and non-binary people to support them to study STEM at university. In the first two rounds, more than 2000 applications were submitted, signalling strong interest in STEM-powered careers from a broad diversity of Australian women.

ATSE applauds the Government’s commitment to publishing the annual STEM Equity Monitor.