EDI Mathematics Colloquium
Organizers: Betti Hartmann, Clara Neather, Nikhita Vas 29 April 2026, 14:00 - 15:00, Room 500 Mathematics Department
Dominik Jackson-Cole (Institute of Education, University of Derby)
Maintaining Whiteness in Postgraduate STEM Education at Elite Universities in England
Racialised issues in higher education, such as underrepresentation, degree awarding gaps, Eurocentric curricula and experiences of racial prejudice have been extensively studied in the UK. However, this tended to focus on undergraduate education, with postgraduate education receiving a lot less attention. Moreover, studies often focus on the experiences of racism, rather than the systems and individuals that perpetuate them. Based on interviews with 17 academics and 15 postgraduate STEM students from four research intensive universities, this presentation begins to address this paucity in research. I argue that even seemingly well-meaning academics often act as gatekeepers to postgraduate education, thus, contributing to the underrepresentation and/or poor experiences of students of colour in postgraduate STEM education. The findings from this research can support institutions to begin improving the racial climate and representation on their postgraduate STEM courses.
13 May 2026, 14:00 - 15:00, Room 500 Mathematics Department
Edward Ademolu (Department of Interdisciplinary Humanities, King's College London)
Appreciating dyslexic thinking in qualitative research
Abstract: t.b.a.
27 May 2026, 14:00 - 15:00, Room 500 Mathematics Department
Ruth Hackett (Institute of Psychiatry, Psychology and Neuroscience, King’s College London)
How sexism can fuel poor mental health
The talk will examine longitudinal evidence on how sexism relates to subsequent mental health, including depression, loneliness, quality of life, and life satisfaction in women.
7 October 2026, 14:00 - 15:00
Serena Rossi (Centre for Mathematical Cognition, Loughborough University)
Gender-Stereotypes in Mathematics
Abstract: t.b.a.
4 November 2026, 14:00 - 15:00
Laura Black (Manchester Institute of Education)
Inequalities in education
Abstract: t.b.a.
25 November 2026, 13:00 - 14:00
Erin Shannon (University of Westminster/University of Leeds)
Unwilling trust: Unpacking the assumption of trust between sexual misconduct reporters and their institutions in UK higher education
Abstract: t.b.a.
xx xx 2026, 12:00 - 13:00
Denise Miller (Institute for Livelong Development, University of Greenwich)
Institutional racism in UK Higher Education
Abstract: t.b.a.
25 February 2026, 12:00 - 13:00, South Wing - Institute of Advanced Studies Room 11 (also online via ZOOM)
Carina Fearnley (Department of Science and Technology Studies, UCL) and Karen Schucan Bird (Social Research Institute, UCL)
Take bold action against domestic abuse: Improving UCL's response to domestic abuse
Domestic abuse (DA) is a widespread and serious issue. Over 185,000 staff and students at UK universities experience DA every year. Its impact on individuals can be devastating, and it can lead to serious consequences for universities, including UCL, in terms of negatively affecting academic and financial performance, and potential reputational damage if appropriate policy is not in place. Whilst UCL has some politics in place that addresses Domestic Abuse, they are currently focused on personal safety, and there are no specific domestic abuse provisions other than focusing on safeguarding children and adults at risk. Another key challenge is that many people who experience domestic abuse, are not aware of it. Evidence from UCL research highlights that DA training in the workplace and community settings is effective at improving knowledge and changing attitudes (Schucan Bird et al., 2023). Therefore, via the MAPS funded initiative, 'Take bold action against domestic abuse’ there is ongoing work to develop policy regarding supporting victims/survivors of DA, and to help raise awareness of DA. The presentation provides some background information and a supporting case for why UCL requires better DA provisions to support staff and students. Based on the project findings a set of recommendations for implementing a domestic abuse strategy – the first of its kind at UCL - is proposed.
3 February 2026, 13:00 - 14:00
Nicole Brown (Institute of Education, University College London)
Ableism in Academia: cost and consequences of disclosure
Where are all the disabled academics? From statistics we know that disclosure of (dis)ability rates amongst academic staff and postgraduate research students are much lower than in the general population or amongst undergraduate students. However, there is no evidence that invisible disabilities are less prevalent in higher education. In this presentation, Nicole Brown draws on her extensive research into the lived experience of ableism in academia to explore disclosure, its cost and consequences. Specifically, she focuses on the cost-benefit analysis that disabled, chronically ill and/or neurodivergent staff and students employ when navigating the higher education context. Nicole concludes with some suggestions on what we can do as individuals to improve practices within academia and thereby support those with disabilities, chronic illnesses and/or neurodivergences.
28 January 2026, 14:00 - 15:00, ONLINE (Stream in LG01 Euston Road 222)
Billy Wong (Institute of Education, University of Reading)
Equations and exclusions: Race, belonging and identity in STEM higher education
In this presentation I will be talking about the challenges of belonging for students from minoritised ethnic backgrounds in STEM higher education. My talk will draw on three of my research projects to give examples of how different factors can shape student experiences at university. By understanding and recognising these experiences, we will be in a better position to support students’ sense of belonging and community, including in disciplines where expectations about being ‘naturally good’, working independently and seeking help can shape who feels they fit in.
29 January 2025, 11:00 - 12:00, Drayton House B06
Charlotte Kestner (Imperial College London)
Women in Imperial Mathematics: Why so scarce, and can anything be done?
The proportion of women on the mathematics degree at Imperial is very low: indeed lower than other elite mathematics courses. In this talk I will discuss my MEd project that investigates reasons for gender disparity in elite undergraduate mathematics courses, with a particular focus on Imperial’s practices. In particular I investigate the use of the MAT and STEP exams for admissions, finding that they likely increase this disparity due to negatively calibrated mathematical self-concept in women.
9 October 2024, 14:00-15:00
Órla Meadhbh Muray (Northumbria University Newcastle and Durham University))
Girl Bossing Imposter Syndrome? Unevenly Distributed Imposter Work in STEMM Do you persistently feel like a fraud despite your achievements? Do you worry that you are one mistake away from being exposed as an imposter? You may be experiencing imposter syndrome. This talk provides a critical discussion of imposter syndrome based on recent sociological research (as discussed in Sociology Sociology and the LSE HE blog https://blogs.lse.ac.uk/highereducation/2022/10/20/we-cannot-self-care-our-way-out-of-impostor-syndrome/ ) on imposter syndrome and inequalities in STEMM UK higher education, alongside broader research on unequal early career academic experiences. We will discuss what produces imposter feelings and how might we collectively respond in UK universities?
9 May 2024, 14:00-15:00
Camille B. Kandiko Howson (Centre for Higher Education Research and Scholarship, Imperial College London)
Widening participation in STEM: The use of contextual data in admissions practices National research on the use of contextual data in admissions is generalised across disciplines, and largely draws on national datasets and interviews with heads of admissions. Research has shown the engagement with and confidence of using contextual data varies across the sector. However, the role of contextual data and “grade-dropping” have different consequences for STEM programmes, which build on previous knowledge in more linear fashions. This talk explores use of contextual data in Maths admissions, and reflects on continuing work by Master’s and PhD students on equity in Maths admissions
14 February 2024, 14:00 - 15:00
Louise Archer (University College London)
Understanding young people's mathematics and STEM trajectories: Evidence from the ASPIRES study This talk draws on evidence from the ESRC-funded ASPIRES research on the factors shaping young people's trajectories into/away from science, computing, engineering and mathematics. The study tracked a cohort of young people for over a decade, from age 10-22, surveying over 48,000 young people and conducting over 740 longitudinal interviews with a sub-sample of young people and their parents/carers. The talk presents an overview of the key reasons shaping the likelihood of a young person pursuing a STEM trajectory, with a particular focus on factors shaping maths degree trajectories and the role of intersectional inequalities. Implications for educational policy and practice are discussed.
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