The chemistry PhD: the impact on women's retention

In 2006, the Royal Society of Chemistry (RSC) undertook a survey of chemistry PhD students which revealed that although a greater proportion of women than men began their PhDs with the intention of remaining in research, by the end of the PhD this proportion had halved, while the proportion of men had stayed about the same.

The report presents research which attempted to establish what accounts for those findings. It was a qualitative study which aimed to pin point the factors that discourage women more than men from planning a career in research, especially in academia.

The research was carried out as a collaboration between the UK Resource Centre for Women in SET (UKRC) and the RSC after Annette Williams, the UKRC's Director, heard some preliminary data from a survey of chemistry PhD students presented at the Royal Society.  The data in question suggested that during the chemistry PhD women progressively changed their minds about pursuing a career in research.

The research identified that a number of factors, which relate to the doctoral study experience, and deter a larger proportion of women than men from remaining in research beyond their PhD. 

The research also suggested that where women do not wish to pursue an academic career, this is because they perceived the rewards on offer insufficient to overcome the challenge and compromise entailed. 

The report concludes that the chemistry PhD programme and academic careers are modelled on masculine ways of thinking and doing, which leaves women neither supported as PhD students nor enthused to remain in research in the longer term. Cultural as well as procedural change is required to address this.

The report contains a list of policy recommendations based on the research findings. These suggest ways of improving culture and practice that will benefit doctoral students in chemistry and in the sciences in general. We hope that these recommendations will be taken forward by the appropriate stakeholders including Heads of SET university departments, all those who work and/or supervise PhD students, learned societies, and research councils because the changes the report suggests can only be accomplished with their support and enthusiasm.