Building Inclusive Science Education

The project surfaced powerful individual experiences and collective insights. Participants shared experiences of unconscious bias, gender stereotyping, discouragement and isolation, sometimes leading them to adjust their study and career trajectories in response to implicit messages about who “belongs” in science. Collectively, it became clear that female students and staff consistently encounter differential treatment, often unintentional yet impactful. The group reflected on the vulnerability involved in speaking up, the supportive role of male allies, and the influence of language and cultural framing on students’ sense of belonging. This deeper awareness now informs ongoing efforts toward a more inclusive programme culture.

Building on these insights, the project resulted in concrete actions, including more inclusive website communication and student representation, the development of an educational vision on inclusion and collaboration, new tutoring activities addressing belonging and stereotype threat, and the creation of a student led community for Feminists Astrology Math & Physics (FAMP). Contact FAMP and see the famps page on Instagram. The programme will continue these efforts by further strengthening inclusive teaching formats and collaboration practices.

Read the report with the key insights and actions

This project consisted of six interactive sessions and self-study (literature and assignments) in which participants developed the knowledge, skills, and confidence to foster a learning environment that values diversity, promotes equity, and creates a sense of belonging for all students.
Throughout the sessions, participants reflected on their own positionality and blind spots and explored the role of the teacher in creating an inclusive classroom. Key concepts such as diversity, equity, inclusion, intersectionality, and microaggressions were discussed, alongside practical teaching strategies and classroom interventions to support inclusivity.

• Increased awareness of bias and diversity in the classroom
  Teachers gained deeper insight into their own assumptions and blind spots, as well as the diversity present among their students. This strengthened their ability and commitment to design more inclusive learning environments.
• Better understanding of students’ perspectives on diversity
  Student reflections revealed that many students find it difficult to recognize or articulate diversity, highlighting the importance of explicitly addressing inclusion and belonging in teaching and learning.

Do you want to work on inclusion within your degree programme, or investigate how students and teachers experience the learning environment?

Then contact TLC Science.