“As a Black, working-class, northern woman working as an engineer in the 1980s and 1990s I know too well the barriers that minoritised groups in STEM face. Being different in any profession or job is tiring, you face people’s stereotypes rather than being judged on your actual experiences and ability.

Nearly 40 years later, it is saddening to know that many minoritised communities are still denied a sense of belonging in the STEM workforce”

“My sport is a pretty fantastic discipline. I’m sure you’re not surprised to hear me say that. But really, motorsport is an amazing opportunity to show marginalised communities how education in STEM can lead them onto so many paths.”

“The need for diversity and inclusion in STEM goes further than any skills gap or economic imperative; it is our obligation to create an equitable society, free of systemic discrimination for future generations.”

“The evidence received shows how barriers appear for every minoritised group along the career pathway – from issues in recruitment and retention, to access to mentors, professional development and leadership roles.

The result is an overall lack of representation in the STEM sector of minoritised groups such as Black people, women, disabled people and those from the LGBTQ+ community.

Worryingly, evidence has shown that the STEM sector is losing valuable skills, experiences and perspectives, and cannot reach its full potential without greater equity in the workplace.”

“Latest statistics suggest that women in core STEM occupations fell 2017-18 to 22%. A key UK growth sector, up by 8.5% pa in job numbers, engineering professionals, has a gender balance of 88% men, 12% women. The skilled trades workforce is just 8% women.”

“The UK economy suffers a loss of £1.5bn per year due to STEM skills shortages. This not only represents a loss in terms of the UK’s prosperity but also for young people and adults learning skills, working in more skilled employment and potentially pioneering new technologies.

The economic impact of the STEM skills shortage will rise significantly in future if the current trajectory continues.”

“This gender imbalance starts in early years. In 2018 a study of primary school children aged 7-11 concluded that boys were 4x more likely to be interested in becoming an engineer than girls.”

“Our current education system... does not sufficiently develop the habits of mind of young people to encourage them to pursue further study towards engineering careers”

“A high proportion of engineers have a family/community member who is a scientist, engineer or practical type...this early age extended contact has a direct impact on increasing STEM career aspirations, perceptions of the roles of engineers, and

Engineering Habits of Mind (EHoM)..., opening their eyes to the array of STEM jobs and real-world applications for what they are learning”

“The optimum time to enthuse a young person about careers in STEM (science, technology, engineering and maths) is by the age of 10, after which time aspirations can drop significantly. Key to engagement with science is building up science capital, which is a significant predictor of a person’s likelihood to pursue a science career.”