Inclusion and diversity, immigration and chemistry education policy summaries
Innovation in the chemical sciences is only possible with a talented workforce. We work to develop and enable chemists and chemistry knowledge from primary schools through to higher and further education and in work, facilitating international mobility for chemistry talent and promoting inclusion and diversity in the chemical sciences.
On this page
Diversity in STEM
Higher education, skills and workforce
Aged 5–19 education
Mobility and immigration
Research culture – improving diversity in the chemical sciences
Diversity in STEM
The government states there is evidence to suggest that women, certain ethnic minorities, people with disabilities and those from disadvantaged socioeconomic backgrounds are underrepresented in education, training and employment related to STEM. We submitted our evidence to the Science & Technology Committee’s 2022 inquiry on Diversity in STEM.
Our submission:
- evidences the underrepresentation of certain groups in the chemical sciences, with data collected from our research into the barriers facing women; people from minoritised ethnic backgrounds; disabled people; people from disadvantaged socio-economic backgrounds; and LGBT+ people
- offers evidence as to why these groups are underrepresented, including barriers to retention and progression; reward gaps and job satisfaction considerations; structural barriers in research and funding systems; higher education inequalities; bullying, harassment, and cultures of not-belonging; implicit bias and exclusionary environments; and barriers to progression from compulsory education
- discusses the implications of this underrepresentation in chemistry and in STEM more broadly, including negative impacts on the quality of science and innovation, economic recovery, and our ability to address global challenges, such as progressing the UN Sustainable Development Goals
- gives examples of the work that the RSC is undertaking and participating in to address underrepresentation in the chemical sciences
- sets out our recommendations for the UK Government, UKRI, other funding bodies, industry and academia.
You can read our submission in full
Higher education, skills and workforce
In the ever-changing worlds of work and science, education routes into the profession must continually evolve to ensure people develop the knowledge and skills needed for future careers.
The technical and vocational education sector needs strengthening in how it supports routes into chemical science careers, so that it meets the needs of students and employers. The importance of quality teaching in Higher Education should be recognised, with appropriate career paths available for those wishing to prioritise teaching over research.
We have responded to a number of consultations on the Teaching Excellence and Student Outcomes Framework. While supportive in principle, we are concerned that the metrics used do not directly measure the quality of teaching.
Further reading:
Resourcing & diversity policy
Aged 5–19 education
A good education in chemistry is vital for the chemical sciences. It sets the foundations for progression into further learning and the profession, and allows learners to make an informed choice about whether they want to pursue that path.
But excellent science and chemistry learning must be an entitlement, and a valuable experience, for all young people regardless of what they will do next. An education that makes scientific literacy a priority allows all citizens to use scientific understanding to make informed decisions, and participate in public debates about science-related issues.
We engage with decision makers such as Government departments, regulatory bodies and awarding organisations to influence national curricula and qualifications in chemistry. We also work to ensure that every learner has an unbroken chain of experts teaching them chemistry throughout their education, which includes close liaison with the Department for Education. We collaborate with a wide range of stakeholders to strengthen our voice. Our policy development is underpinned by engagement with members of the education community.
Further reading:
→ Level 3 applied science qualifications briefing July 2022
→ Curriculum & assessment policy
→ High-quality teaching policy
Mobility and immigration
People are at the heart of good science and innovation. Scientists and researchers are highly mobile people, moving around to learn from and exchange knowledge with peers and mentors, advancing their careers and collaborating internationally on key innovations that advance science and humanity. This is why migration is so crucial to the Chemical Sciences.
Scientists and researchers are naturally highly mobile and chemists should be allowed to migrate as freely around the world as is reasonably possible so they can continue to play a vital role in the global scientific community. We work with Government departments such as the Home Office and the Department for Business, Energy and Industry, as well as our community partners, we ensure that the Chemical Sciences community’s voice is heard when making key decisions on the migration of skilled workers.
Mobility and immigration policy should provide a streamlined and welcoming environment for skilled workers, using international reciprocal arrangements to allow both short- and long-term movement, and creating a visa system that attracts the best talent.
Read our full position on mobility
Research culture – improving diversity in the chemical sciences
We are committed to improving inclusion and diversity in research environments. By "inclusion", we mean that people feel they belong in the world of chemical sciences; by "diversity" we mean anything that can make us different from others.
Building on evidence from our inclusion and diversity work, including our ‘Diversity landscape of the chemical sciences’, ‘Exploring the workplace for LGBT+ physical scientists’, ‘Breaking the barriers’ and ‘Is publishing in the chemical sciences gender biased?’ reports, and the outcomes of the review of our prizes and awards ‘Re-thinking recognition: Science prizes for the modern world’, we developed a position statement on research culture – improving diversity in the chemical sciences.
We believe that organisations in the research landscape, including employers (universities, institutions and companies), funders, learned societies, academies and publishers, need to act to improve diversity in research environments and give recognition to the diverse contributions researchers make to advance science and society.
Further reading:
→ Research culture – improving diversity in the chemical sciences (position statement)
→ Inclusion and diversity – further definitions and resources