Abstract-Contribution: This paper provides evidence of the lack of gender diversity at audio engineering conferences, using a novel and inclusive gender determination method to produce a new dataset of author gender.Background: Audio engineering has historically been maledominated; while the number of non-male audio engineers has increased recently, the industry mindset has changed very little. Studies into the gender diversity of this field are required, to force a shift in mindset and create a more inclusive environment.Research Questions: To what extent is there an imbalance in the representation of different genders at audio engineering conferences? Do conference topic, presentation type, or author position have an impact on the gender balance?Methodology: A novel method was designed to obtain pronouns of authors where possible, avoiding removal of data or potential false positives. The main limitation of this methodology is the time required for gender determination. Gender composition was analyzed across 20 conferences, with gender balance further analyzed within four key categories: conference topic, presentation type, position in the author byline, and the number of authors.Findings: This study demonstrates a clear lack of gender diversity in conference authorship in audio engineering. The results show low overall representation of non-male authors at audio engineering conferences, with significant differences across conference topics, and a notable lack of gender diversity within invited presentations.

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Recent Higher Education Statistics Agency data shows that only 20% of engineering students at UK Universities are female, despite the hard work being undertaken by many educational institutions to address this gender imbalance via outreach events and special interventions focussing on girls/women in STEM. It has been argued that student-centred teaching methods, together with changes in the engineering curriculum itself, which emphasise the social, creative, and human-centred aspects of the discipline, are required to effect real change in engaging with those from traditionally underrepresented groups. Through analysing quantitative data on age, gender, learner type, and commenting rates in peer-to-peer discussions, we examine the development and delivery of an engineering MOOC, before, during, and after COVID-19-related lockdowns in the UK, to identify what aspects of online learning might be harnessed to improve diversity in engineering education. The results show that the MOOC attracted a better gender balance than reported for UK-based in-person engineering programmes. In addition, we show that careful structuring of discussion prompts encouraged higher levels of social learning. We recommend the continued use of interactive and discursive elements within a blended learning environment to positively impact diversity and inclusion in engineering education specifically, and STEM education in general.

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