Improving Representation of Women in the Chemical Engineering Undergraduate Curriculum

Abstract

The United Nations has set Sustainable Development Goals (SDGs) for Quality Education and Gender Equality, both of which have impact in education, including Science, Technology, Engineering, and Mathematics (STEM) Education, which includes Chemistry and Chemical Engineering. To achieve these aspirations, some habitual obstacles must be overcome, not least the lack of inclusive representation of women in STEM teaching resources, an issue for all levels of the Education sector, including Higher Education. A recent opportunity to teach catalysis and catalytic reactors, a topic in which the author has substantial background, combined with a desire to contribute to the success of the SDGs provided the platform to address some of the historical gender bias in teaching resources, albeit in only a small way. At the start of the delivery of a 20 h block of teaching over a 6-week period, historical and contemporary women were discussed as part of important contributions to catalysis and catalytic reactors in the chemical industries. The highlighting of women in engineering resonated with some of the students, and this was reflected in the evaluations provided at the end of the content. This prompted a more targeted evaluation of the intervention of showcasing women in engineering, which reported a positive impact on participating students. The results of that follow-up evaluation highlighted that gender balance in role models was important to students, and the intervention was received positively.