Higher education institutions (HEIs) rightly seek to be diverse and inclusive. Many initiatives focus on LGBT+ people as a group which is presumed to be underrepresented. Now, for the first time, it is possible to assess the state of LGBT+ (Lesbian, Gay, Bisexual, Trans and ‘other’) representation in higher education.
The 2021 census for England and Wales was the first to include questions on sexuality and gender identity. This provides a vital resource for equalities monitoring, because, without population data, we have nothing to compare institutional and sector data to.
Our analysis examines staff representation across academic and non-academic roles and seniority levels, and looks at both staff and student representation for STEM and non-STEM subjects. There have been claims that LGBT+ people are particularly underrepresented in science, technology, engineering and mathematics (STEM). For example, last year the Royal Society of Chemistry (RSC) announced a programme of grants funded by the Department for Science, Innovation and Technology to address LGBT+ underrepresentation in STEM.
An RSC submission to a UK parliamentary inquiry in 2022 into diversity and inclusion in STEM stated: ‘As our data and evidence shows, LGBT+ individuals are a group facing significant barriers to representation, progression and retention in STEM.’ Yet the report they refer to does not quantify representation, progression or retention.
