Summary of results for undergraduate students

  • The EDI climate throughout the department of Chemical and Physical sciences is broadly positive, though areas of concern are evident. 
  • Responses to EDI statements on a Likert scale highlighted that undergraduate students do not feel a sense of belonging or common purpose within the department. They do feel a sense of trust, respect, and access to opportunity.
  • Non-binary respondents are less satisfied with the department climate compared to men and women.
  • Muslim respondents are less satisfied with the department climate compared to Christian participants; non-religious participants fall in between. 
  • Seven respondents (10%) stated they had experienced discrimination, highlighting a range of sources, with gender and sex selected the most, though race, ethnicity, religion, and sexual orientation also selected as ‘more frequent’ sources of discrimination. Only disability was not selected as a source of discrimination. These events happened most often in classroom, laboratory, or tutorial settings.
  • Three respondents (4%) felt they had been excluded in the department based on their disability and religion. These events happened most often in classroom, laboratory, or tutorial settings.
  • Eleven respondents (16%) said they had witnessed discrimination in the department. Race, religion, gender, sex, sexual orientation, disability, and political opinions were all highlighted as more frequent sources of discrimination of others. Only age was not selected as a source of discrimination of others. These events happened most often in classroom, laboratory, or tutorial settings.
  • When asked about incidents of discrimination, and for general comments and suggestions for improvements, multiple participants highlighted:
    • A lack of diverse faculty as cause for concern.
    • A need for greater awareness, sensitivity, respect, and empathy on specific issues including:
      • students affected by worldwide issues;
      • religious diversity, including addressing anti-Semitism and respect for students wearing head coverings;
      • students living with mental health issues; and
      • accessibility-related accommodations for students.
    • A desire for further departmental support of equity, diversity, and inclusion initiatives, including:
      • sharing the results of this survey;
      • hosting events to promote community and a sense of inclusion; and
      • greater visibility for the departmental Equity, Diversity, and Inclusion Committee