Student Voices: Exploring Gender and Inclusion in the School for Cross-Faculty Studies

As the School for Cross-Faculty Studies (SCFS) works to advance its Athena SWAN journey, we are actively evaluating how gender equity and inclusion shape our environment. Because inclusion requires a continuous assessment of how our policies, culture, and teaching practices impact everyday student life, student voices are essential.

Policy decisions and action plans only succeed when grounded in genuine lived experiences. Listening to students allows us to understand where our community thrives and where unseen barriers remain, giving us the qualitative clarity needed to foster a truly equitable space.

To gather these insights, individual online interviews were conducted via Microsoft Teams with undergraduate students across Global Sustainable Development (GSD) and Liberal Arts (LA). To protect participant privacy and create a safe space for open discussion, all responses have been kept strictly anonymous, and only non-identifying quotes are presented.

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Student Feelings and Experiences Captured from Interviews

Overall, students report feeling valued, noting that the interdisciplinary nature of degrees within SCFS naturally creates a more welcoming and diverse academic atmosphere. However, feelings of visibility fluctuate across different modules and settings. A significant theme emerged around gendered participation and peer interactions during seminars and group work:

"In seminars, blokes talk more than the girls despite blokes being the minority... It‘s a tricky balance to strike on how to get everyone involved without dominating."
"Being involuntarily paired up with only men in a group made my participation and productivity feel inhibited because of that dynamic."

Navigating Gender Identity on Campus

Students expressed that navigating gender identity on campus is generally smooth. Everyday interactions across core campus hubs feel respectful and safe:

"In spaces like Pret, the Grid, or the Library, gender has never played a negative role in inclusion. Everyone generally respects one another."

However, broader societal and institutional discussions still weigh on their sense of belonging:

"As an ally, seeing ongoing debates around trans and non-binary access to campus spaces matters to me. We need to ensure everyone feels secure in all university spaces."

Societal and Gender Norms

Outside of academic spaces, societies provided some of the most positive experiences of belonging, though single-sex culture can occasionally feel exclusionary:

"Being involved in a women‘s career society has been a massive part of my university life–I haven’t noticed barriers, only encouragement."
"Mixed sport clubs work really well, but completely separate setups like men’s and women’s sports can potentially feed a more toxic culture."

Perceived expectations surrounding gender norms and leadership also emerged as a key factor in student experiences:

"Coming in with expectations, male students seem the most talkative and confident in seminars. Socially, when leading a society team, I found myself worried about coming across as ‘bossy,’ so I took a more hands-off approach."

Support Structures

In terms of support, students consistently highlighted staff allies and degree-level support within SCFS as their strongest anchor, with modules that critically examine gender root causes receiving particular praise:

"SCFS has the nicest people you’d meet–there is always someone to talk to."
My "personal tutor has made a big, big difference to my sense of belonging. There’s so much understanding in how GSD is set up."

Conversely, students identified gaps in communication across joint-degree departments, as well as some inconsistencies in personal tutor experiences.

Student Recommendations: What Could Be Improved

Based on interview feedback, students suggested several key areas for action:

1. More Inclusive Teaching Practices: Implementing seminar facilitation strategies that actively draw in quieter students and prevent dominant voices from over-occupying discussions.

2. Better Representation & Clear Messaging: Explicitly stating ‘All are welcome’ in module descriptors so certain modules aren’t stereotyped as being ‘more for girls’ or ‘more for boys’.

These interviews highlight that while the School for Cross-Faculty Studies offers a highly supportive and inclusive home, gender dynamics in classroom participation, broader campus life, and society cultures still require targeted attention.

The feedback gathered directly informs our Athena SWAN Action Plan. It gives us clear, student-backed priorities–from refining seminar facilitation to advocating for a stronger sense of belonging across the campus.

Achieving meaningful gender equity and inclusion is an ongoing process. The School remains dedicated to maintaining an open, continuous dialogue with our student body to ensure every individual feels seen, heard, and fully supported throughout their university journey.