Written evidence submitted by Institution of Engineering and Technology (DIV0027)

We are pleased to submit the IET’s response to Committee’s inquiry into Diversity In STEM. We have responded to individual questions but would draw particular attention to the following overarching points which are outlined in the box below.

Responses to specific inquiry questions:

1. The nature of extent to which women, ethnic minorities, people with disabilities and those from disadvantaged socioeconomic backgrounds are underrepresented in STEM in academia and industry;

The All-Party Parliamentary Group on Diversity and Inclusion in STEM 2021 report highlights that the STEM workforce is less diverse than the wider workforce (Equity in STEM workforce, 2021[1]).

We know that women make up 14.5% of all engineers and 17% of all first degree entrants in all engineering and technology subjects (Engineering UK, 2021[2]).

We know that 9.9% of those working in engineering occupations across all industries were from minority ethnic backgrounds, compared to 12.2% of those in non-engineering occupations and this is despite 27% of engineering degree qualifiers being from minority ethnic backgrounds in 2018/19 (Engineering UK, 2020[3]).

We know that disabled people are also underrepresented in the engineering workforce with 11.1% of those in engineering occupations being disabled, compared with 14.8% of those in non-engineering occupations (Engineering UK. 20203).

Data sets are however much more complex (and often still unknown) when we look at data more granularly by different minority ethnic backgrounds, types of industry, public or private sector, seniority in position and of course intersectionality with other characteristics.

We also know that consistent data collection and sharing is lacking (Equity in STEM workforce report, APPG on Diversity in STEM, 20211). During the Royal Academy of Engineering and Science Council Diversity and Inclusion Progression Framework benchmarking exercise 2021,[4] more organisations provided diversity monitoring data on gender and age than on any other aspects of diversity, as was also the case in 2017[5]. Reporting on ethnicity was much less comprehensive than on gender. There was very limited reporting on disability, sexual orientation, and religious diversity. (The Royal Academy of Engineering and Science Council Diversity and Inclusion Progression Framework Report 2017 and 20215,6). Furthermore, there is a current lack of clarity, consensus and understanding on how best to collect and measure socio-economic background, and as this is not a Protected Characteristic (Equality Act, 2010[6]) institutions and organisations have limited data in this area.

A separate response has been submitted from the National Engineering Policy Centre with greater detail in the data outlining the extent of underrepresentation in STEM, we support and endorse this response.

2. The reasons why these groups are underrepresented

There are many well published reasons as to why groups are historically underrepresented in the workplace overall and in senior positions these include but are not limited to historical inequality, lack of role models, bias and stereotypes, the working environment and organisational culture.

The IPSOS MORI Veracity Index[7] is an annual poll that measures the trustworthiness of professions in Britain since 1983. Trust in Engineers, although still high, has fallen since the 2019 poll (86% trusted engineers to tell the truth in 2019, in comparison to 84% in 2021. Note this poll has used different methodology during 2020 and 2021 due to the global Covid-19 pandemic). In the 2021 index, women were found to have a lower level of trust than men in engineers, this could be both an implication of women being less represented in engineering but also a reason why fewer girls and women are attracted to and retained in the profession. Stark differences in trust in engineers occur when we look at social grade and education level, trust levels fall from 90% to 72% across social grade and from 93% of those with a degree, masters degree or PhD to 73% of those with no formal qualifications. This shows the impact of socio-economic status and education in trust in engineers and potentially in interest in and access to engineering (Veracity index, 20218).

3. The implications of these groups being underrepresented in STEM roles in academia and industry

• Engineering and technology are for everyone - to improve our world and shape our future for all and to solve complex global challenges we need to include diversity of talent and knowledge.
• The available data show that currently not everyone is able to take part and reach their full potential in engineering and technology (refer to question one).
• Currently even though one in five people work in the engineering profession, the UK faces a nationwide skills shortage. Over 200,000 people with engineering skills will be required each year to meet demand through to 2024, but it’s estimated that there will be an annual shortfall of around 60,000 engineers and technicians to fill these roles[8]. We need to increase the numbers and diversity of those choosing engineering and technology careers. We need to access and retain the talents from all underrepresented groups in order to continue improving our world and shaping our future.

4. What has been done to address underrepresentation of particular groups in STEM roles

The IET has:

• Championed diversity in engineering and technology through many campaigns and awards for example our 9% is not enough[9] and I am an Engineer[10] campaigns
• Celebrated women working in modern engineering through our Young Woman Engineer of the Year Awards[11] which have been running for more than 40 years. They aim to change the perception that engineering is predominantly a career for men. These awards also highlight role models who help to address the UK science and engineering skills crisis by promoting engineering careers to more girls and women.
• Championed role models for example in our Celebrating Impact[12] campaign where we have been clear to review diversity in engineering and technology in the past, present and future so we can represent the world today and continually challenge ourselves to bring forward role models who have been erased or forgotten in history. This is powerful in helping future engineers and young career engineers to recognise engineers like ‘themselves’.
• Partnered with organisations to showcase diverse engineering talent to those from underrepresented groups for example Reflect[13], our annual partnership with RS Components, to highlight engineering and technology opportunities to young people especially those from minority ethnic backgrounds and/or those from low socio economic backgrounds. 
• Highlighted that the ‘E’ within STEM is often forgotten. We have called on Government to tackle the UK’s engineering skills shortage and diversity deficit by embedding engineering into current primary school learning and support Engineering Kids Futures[14].

The IET is a member of the Royal Academy of Engineering Diversity and Inclusion Concordat[15].

The IET adopts and endorses the Royal Academy of Engineering and Science Council Diversity and Inclusion Progression Framework[16], a unique tool that supports professional bodies to track and plan their progress on EDI across key areas of professional body activity. Since 2017 the IET have been members of the Steering Group and have been involved in the development of the 2021 version. By using this framework as a self-assessment tool we have seen an increase in our performance in six of the eight core areas assessed (between 2017 and 2021 assessments4,5).

The IET is currently working to improve diversity data collection and monitoring processes, to further arm us with the knowledge required to ensure an evidence-driven approach to improving underrepresentation in engineering and technology roles.

The IET’s 2021 Skills Survey[17] report shows that just over 3 in 10 organisations have taken action to improve diversity of their engineering and/or technical workforce across gender (33%) or ethnicity (30%). This represents an increase compared to similar questions asked in 2019 (19% gender, 12% ethnicity) and 2017 (15% gender, 9% ethnicity) suggesting a long-term positive trend amongst engineering employers addressing imbalances in the gender and ethnic diversity of staff.  Employers with a greater number of engineering/technical staff are more likely to be working to improve their workforce’s diversity. For example, more than half of employers with more than 50 engineering/technical staff are doing something to improve the gender diversity of their engineering/ technical workforce (55%), compared to around a quarter of those with fewer than 50 engineering/ technical staff (23%). Those in IT and communications are most likely industry to report undertaking actions to increase diversity across each characteristic. We will continue to champion improved EDI and support organisations to improve multiple areas of diversity in their workforce. 

5. What could and should be done by the UK Government, UK Research and Innovation, other funding bodies, industry and academia to address the issues identified.

We know that engineering and technology have serious diversity deficits and a skills shortage. UK government, UK Research and Innovation, other funding bodies, industry and academia need to work together to address these issues.

A young person’s perception and knowledge of engineering is a factor in their decision to pursue a career in the profession. IET research[18] has shown that children’s love for Science, Technology, Engineering and Maths (STEM) is on the decline, with interest in Science amongst 9 to 12 year olds falling 10%, Design and Technology down 12% and ICT / Computing falling furthest at 14% over the last four years. The poll which also surveyed primary and secondary teachers’ perceptions of STEM education, also found that time pressures of having to teach the full curriculum was the biggest obstacle in engaging pupils in STEM subjects (72% of primary and 63% of secondary teachers) which could be linked to the decline (Inspiring the next generation of engineers, 2019). Government must support the education system to address these barriers.

The gender divide among children presents an urgent issue. Amongst 6 to 15 year olds Maths tops the poll as girls’ and boys’ favourite subject (more than 2 in 5), girls enjoy Art (56%) and English (38%) the most, whereas boys are most interested in Maths (49%) and ICT (46%). When looking at children’s career aspirations girls are more interested in the Arts, Education and Childcare, Healthcare, Hair and Beauty and Agriculture (including animal care), whilst boys are much more interested in Information Technology, Engineering, Technology, Sport, Construction and Property and Public Services (Inspiring the next generation so engineers, 2019). This adds to the urgent the need to promote future careers in STEM fields, such as engineering and technology, to all children and for us to consider what more can be done to support the education system in bolstering children’s interests in these fields.

We know that STEM capital is influenced heavily by their parents’ engagement, knowledge, and attitudes to STEM. Our research18 has shown that parents mirror their children’s views on their perception of engineering and technology careers, there is still a gap in knowledge with more than one in five parents feeling unable to support their child should they ask for advice about careers in this field. When parents think about their child’s career, very clear gender stereotypes emerge. Parents of girls think they would be most interested in the Arts, Education and Childcare, Healthcare and Hair and Beauty, whilst parents of boys think they would most like to go into Technology, Information Technology, Engineering, and Sport (Inspiring the next generation of engineers, 2019). Government, Professional Institutions, Industry and Academia all have a part to play in supporting all parents and carers to understand the skills that a child would need to pursue a career in engineering and the diversity of career options available.

Our research has shown that the ‘E’ within STEM is often lost. To address the engineering skills shortage we must address this. In 2021, the IET joined with over 150 world-leading engineers, STEM ambassadors, professional institutions, and celebrities to urge the Government to help tackle the UK’s engineering skills shortage by embedding engineering into current primary school learning and support Engineering Kids Futures[19]. It’s vital that the Government joins this campaign and commits to securing our future as a nation of innovators.

• We will work with our many partners across government, education, professional institutions, and industry to fix this problem.
• We ask that the Government join us as we host a series of roundtables in the coming months with stakeholders to understand how engineering can be better embedded into the primary school curriculum without additional pressure being placed on teaching staff.
• We are calling on the Government to advocate for this change by committing to providing practical support in our ambition to pilot the outcome of these discussions in a small number of schools in the 2022-2023 academic year.
• For the Government to support further rollout, if it’s deemed a success, in future years, with the aim that engineering learning outcomes are established in the primary syllabus for science and maths.

We must all work together to champion diversity in STEM through role models which represent diverse backgrounds and characteristic to change perceptions. This is powerful in helping future engineers and young career engineers to recognise engineers that ‘look like me’ and to see themselves in the profession.

We also endorse the recommendations in the Royal Academy of Engineering and Science Council Diversity and Inclusion Progression Framework Report 20214:

• Identify and address barriers to data gathering
• Broaden the focus of activity to other under-represented groups
• Resource and organise the work
• Use the Framework to plan for progress
• And establish a community of best practice.

About the Institution of Engineering and Technology

The Institution of Engineering and Technology (IET) is Europe's largest professional engineering and technology organisation with over 158,000 members drawn from industry, academia and the public sector. The members represent a wide range of expertise, from technical experts to business leaders, encompassing a wealth of professional experience and knowledge. Our primary aims are:

• to provide a global knowledge network, promoting the exchange of ideas between business, academia, governments and professional bodies, and enhancing the positive role of science, engineering and technology
• to address challenges that face society in the future.

January 2022

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