Mapping inclusive pathways to STEM careers
Categories: Research using linked data, Blogs, Datasets, ADR UK Research Fellows, ADR England, Office for National Statistics, Inequality & social inclusion, World of work
31 January 2025
This blog by ADR UK Research Fellow Golo Henseke explores the challenges and opportunities surrounding inclusive access to high-skill STEM (Science, Technology, Engineering, and Mathematics) careers in the UK. It introduces his project, which aims to identify and address the barriers to participation.
STEM and careers lie at the heart of the UK’s vision to remain a global science and innovation powerhouse. Beyond their role in fuelling economic growth and equipping individuals with in-demand skills, STEM careers are associated with higher earnings, and buffer against economic disruptions.
However, not all pathways into STEM are equitable, with significant barriers disproportionately affecting women, certain ethnic minority groups, and individuals from low-income backgrounds.
These disparities drive the focus of my project. Using rich de-identified data from the Longitudinal Educational Outcomes (LEO) dataset, I aim to identify key points along the journey from school into careers where individuals face challenges, as well as inform evidence-based policy recommendations to support more equitable transitions. This means helping the creation of fair opportunities at every stage of the STEM journey—ensuring that individuals from diverse backgrounds can access and succeed in STEM education and move into and maintain a career in STEM without structural barriers holding them back
Understanding the challenge
Despite investments aimed at diversifying the STEM talent pool, progress remains mixed. Research shows there is no shortage of STEM graduates in the UK. However, the problem lies in the underrepresentation of certain groups and that many STEM graduates don’t move into high-skill STEM jobs. Barriers emerge during multiple transitions: in and out of 16-18 and post-18 education, across degree disciplines, and into employment.
For instance, young women remain underrepresented in math-intensive disciplines like engineering and computing. Meanwhile, students from disadvantaged backgrounds face barriers that hinder their preparedness for STEM education. These inequities compound over time, potentially leading to significant underrepresentation in the high-skill STEM workforce.
Mapping inclusive pathways
My objectives are twofold: first, to map the diverse journeys individuals take from school and 16-18 education, through university and into early careers; second, to examine the economic returns of pursuing STEM education.
Here’s how I aim to make a difference:
- Identifying critical junctures: By analysing the LEO dataset, I will pinpoint where individuals from underrepresented groups are most likely to exit the STEM pipeline. This involves examining aspects such as academic performance and institutional pathways.
- Assessing economic returns: I will evaluate the financial incentives of pursuing a STEM degree compared to alternative degree subjects. This will help identify whether the potential for higher earnings in STEM fields provides sufficient economic motivation for diverse groups to persist in the field.
- Tailored policy recommendations: Collaborating with stakeholders, I will deliver actionable strategies to improve inclusion at each critical stage. This includes interventions at school, university, and employer levels.
Inclusive STEM pathways are fundamental
Creating inclusive STEM pathways is fundamentally about fairness and equalising opportunities whilst supporting economic growth. A diverse STEM workforce fosters innovation by bringing varied perspectives and ideas to tackle global challenges. Moreover, addressing barriers to STEM careers can help fill skills gaps in critical sectors, boosting the UK’s productivity and competitiveness.
What’s next?
As my research advances, the project will deliver a comprehensive toolkit to track progress in STEM inclusion. Policymakers, educators, and employers will gain access to detailed insights and strategies to review equitable participation. By addressing these challenges, we hope to contribute to a STEM sector that genuinely represents the diversity of our society.
If you’re interested in learning more, collaborating on research, or exploring how these findings could inform policies and practices, please get in touch. I welcome partnerships with educators, policymakers, charities, and industry leaders passionate about fostering inclusivity in STEM. My project findings will be made available on my project page.
