The report from the National Union of Students (NUS) claims that diversity should be included in course content in subjects as wide-ranging as science, maths and engineering.

The NUS say that courses are geared towards the “traditional student” and fail to represent small groups. Entitled Liberation, Equality and Diversity in the Curriculum, the report suggests that incorporation of topics relating to LGBT issues, along with ethnic minorities and disability issues, should be used to create an inclusive atmosphere. The report claims that this could improve the satisfaction levels of minority groups which are generally lower than the rest of the population.

Although there may be some resistance to change, the report says, this stems from the attitude that a system should not be changed just for the satisfaction of minority groups. However, it goes on to state, “Actually, an inclusive curriculum benefits all students. By enabling students to reflect on issues of liberation, equality, and diversity, an inclusive curriculum better prepares all students for life in a diverse society.”

NUS national women’s officer, Estelle Hart, pointed out how the changes could benefit women: “In the classroom women are often invisible, curricula are dominated by the writing and ideas of men, with women’s issues and thoughts seen as an optional add-on if they are mentioned at all.”

However, some quarters have dismissed the ideas. Donald Braben, honorary professor of earth sciences at University College London, said, “We should not expect a science teacher to take ‘gender politics’ into account in designing the intellectual content of a course because he or she will probably have little or no expertise in this complex area.”

The report recommends that departments undertake a “diversity audit”, concluding, “It is important to frame diversity audits as a chance for enhancing the curriculum rather than an intrusion into academic freedom.”

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