Collaborating for diversity & inclusion

Can we build a technical academic world where both empathy and efficiency are considered core values? Historically, society has often associated empathy with feminine traits and efficiency with masculine traits. In technical fields, this bias strengthens environments where women are less likely to thrive.

At first glance, the most straightforward solution might seem to be achieving gender equality. However, gender inequality in technical environments is one of the most persistent and complex problems studied in the social sciences, as noted by Mara Yerkes, one of the keynote speakers at the International Women’s Day event organised by DEWIS on 9 March.

People often immediately assume that increasing the number of women entering technical academic environments will solve the problem. However, in practice, this approach seems to be very slow, and hasn’t worked effectively so far. Even when more women enter higher education and are encouraged to pursue these fields, the numbers still drop significantly at the PhD level and beyond.

The method I would like to propose is slightly different. What if every academic woman who starts her career, whether at the PhD, assistant professor, associate professor, or full professor level teamed up with a male academic counterpart?

Over time, this can improve the gender balance in academic staff

By supporting women early in their careers, it is more likely that they will continue to postdoctoral, assistant, and associate professor positions. Over time, this can gradually improve the gender balance in academic staff.

Women who reach a PhD position at technical universities have already overcome many stereotypes and challenges and have developed strong qualities. For this reason, they can be excellent candidates in piloting new approaches. One that could potentially produce results more quickly than simply waiting for the gradual increase in the number of women entering STEM (Science, technology, engineering, and mathematics).

This partnership can bring together women and men with different strengths. Some individuals may demonstrate traits often socially described as ‘masculine’, such as assertiveness, decisiveness, efficiency, and analytical thinking, while others may demonstrate qualities often described as ‘feminine’, such as empathy, intuition, and creativity.

Through collaboration, colleagues can develop complementary strengths and help build a technical environment that values both empathy and efficiency. Open dialogue may also help address common barriers, such as the discomfort some men feel when discussing gender inequality, or hesitation, often reported by people perceived as women, to express assertiveness, ambition, or competitiveness.

Creating academic partnerships can establish a system in which both partners contribute, benefit, and enjoy mutual growth. This concept could extend beyond traditional gender categories and encourage collaboration among colleagues with diverse experiences and perspectives, including neurodivergent and neurotypical researchers, members of the LGBTQ+ community, and others who may benefit from supportive academic partnerships.

Might this approach serve as a practical way to test and promote diversity, inclusion, and mutual development in technical environments?