Professor Sarah McCormack:

I am a professor of sustainable energy in the department of civil, structural and environmental engineering at Trinity College Dublin. I thank the committee for the invitation. Given the time restrictions and breadth of perspectives at this meeting, I will concentrate on female participation in STEM subjects. Engineering is a field that has traditionally been dominated by men. Gender diversity is not just about achieving equality; it is about harnessing the full potential of our workforce and driving innovation and progress. Women have historically faced systemic barriers and biases that have limited their participation in STEM fields. This has resulted in a significant gender gap, with women under-represented. By actively encouraging and supporting women to pursue careers in engineering and STEM areas, we can break down these barriers and promote gender equality in the workplace. It is crucial to create a level playing field where women have the same opportunities as men to enter, excel and to lead.

Encouraging women into STEM is crucial for economic growth and competitiveness. Engineering is a field that drives economic development through technological advancements and infrastructure improvements. By tapping into the talent pool of women, who make up half of our population, we can expand the workforce and drive economic growth. Studies have shown that companies with a diverse workforce, including gender diversity, tend to perform better financially and have a competitive advantage. Therefore, fostering gender diversity in engineering is not only the right thing to do, it is also smart business. From a personal perspective, I took a long route to reach my current position. Not all secondary level subjects were encouraged for girls, and being from Donegal there were not many options for third level education. Like many others, I left home to study. I went to Ulster University and studied science before switching to engineering to study for a PhD in Belfast. Afterwards, I moved to the school of physics at Technological University Dublin and then on to a faculty position in energy engineering at the school of engineering in Trinity College Dublin.

I teach more than 200 second year students, up to 60 masters students and five PhD students. In our undergraduate engineering courses at Trinity, women make up between 20% and 30%, which is higher than most universities in Ireland. Significantly, in our engineering courses women tend to do better. They achieve higher degree results whereby more women achieve first class degrees and women also have a higher completion rate. In 2017 it was 64% for men and more than 90% for women. Females, just like their male counterparts, have the aptitude and potential to excel in STEM fields but they often face societal and cultural barriers that discourage them from pursuing these subjects. Stereotypes and biases that suggest STEM is for boys and that girls are not as capable in these areas can limit their interest and participation. By actively encouraging girls to pursue STEM subjects in secondary schools, we can create a strong pipeline of female students who are prepared to pursue STEM careers. This will close the gender gap and ensure that girls have the same opportunities as boys to explore, learn and excel in these fields. School management, subject teachers and guidance counsellors in post-primary school settings all play pivotal roles in this regard. Encouraging STEM should be an integral part of all school culture.

By equipping girls with strong STEM skills early on, we can ensure that they are prepared for the jobs of the future and can contribute to Ireland's competitiveness in industries such as technology, environment, engineering and healthcare. Companies with diverse workforces tend to perform better financially and lead to increased innovation, creativity and problem-solving. Diverse teams are better equipped to understand and address the needs of diverse communities.

Representation matters. Having visible role models can inspire and motivate young girls and women to pursue careers in engineering and other STEM fields. Showcasing successful women STEM professionals as role models in schools, universities and workplaces can help challenge gender stereotypes and encourage more girls to consider STEM as a viable career option. Encouraging gender diversity requires not only changing mindsets but also implementing supportive policies and practices in educational institutions, workplaces and the engineering profession such as flexible work arrangements, mentorship programmes, diversity and inclusion initiatives and bias training programmes.

Women offer different viewpoints, experiences and approaches to problem-solving, which can lead to more innovative solutions and improved decision-making. In a world that is facing complex challenges such as climate change, sustainable development and technological disruptions, we need diverse perspectives in engineering in order to develop innovative sustainable solutions that address the needs of all people. I thank members for their time.