The structural disadvantages for staff with marginalised identities in UK higher education have been well documented generally (1–4) and STEM disciplines particularly (5–7). However, little work has been done focussing on RSE. In this research programme, we are working to understand the barriers to underrepresented groups achieving their potential in RSE, RSE-related roles and computational research. As RSE is an emerging profession and its identity is still being negotiated, we currently have an opportunity to broaden the previously narrow definition of who is capable of software engineering work in academia (8). 

There are 3 major components of the SSI’s inclusivity in RSE research strategy: 

• Producing evidence of the experiences of underrepresented groups in RSE through quantitative studies (9,10) as well as qualitative studies (e.g. the Inclusive RSE project (11–13)).
• Identifying the most effective mechanisms and initiatives for improving inclusivity in RSE and developing the methods required to evaluate their effectiveness.
• Working with leaders in RSE and computational research to implement these mechanisms and initiatives and understand any barriers to their effectiveness. 

Our ethos is to use a co-production approach, collaborating throughout the research lifecycle with RSEs and computational researchers with a particular but not exclusive focus on marginalised groups. This enables us to identify and address the key issues experienced by these groups that would also benefit all RSEs. To support this, we have developed recommendations for using co-production in the RSE context (11). We also strongly promote cross-disciplinary methods, bringing in social science expertise to ensure our work is grounded in theory and rigorous methodology to produce relevant, impactful findings. We understand that effective systemic change is challenging (14,15) and so this work also involves evaluating what benefits have been gained through any recommended initiatives, and by who, as well as any further barriers revealed. 

As a co-produced project, we will determine the most effective and appropriate route to impact as the project develops through input from the RSE community. The outputs will likely include peer-reviewed academic papers, recommendation and guidance documents, workshops and presentations within the RSE and computational research communities, and public blog posts. Through these outputs we aim to improve the awareness of barriers for underrepresented groups within computational research and evidence the need for change; build a network of leaders in RSE and computational research who are capable of advocating for and effecting positive change; understand the difficulties in effective structural change; and work with funders and policy makers (e.g. through UKRI representation on the SSI Advisory board) to identify possibilities for broader changes to research practices and culture. 

References 

1. Bhopal K. The (un)equal university: Training programmes and the commodification of race. Higher Education Quarterly. 2024;78(4):e12518.  

2. Bhopal K, Henderson H. Competing inequalities: gender versus race in higher education institutions in the UK. Educational Review. 2021 Mar 4;73(2):153–69.  

3. Myers M. Racism, zero-hours contracts and complicity in higher education. British Journal of Sociology of Education. 2022 Jun 16;43(4):584–602.  

4. Mahony P, Weiner G. ‘Getting in, getting on, getting out’: Black, Asian and Minority Ethnic staff in UK higher education. Race Ethnicity and Education. 2020 Nov 1;23(6):841–57.  

5. Anand P, Bots P, Gagnon J, Appiah F, Maters E, Bhagwat S, et al. You can’t climb a broken ladder: examining underrepresentation of multiply-disadvantaged groups in secure and senior roles in UK geochemistry. Earth Science, Systems and Society [Internet]. 2024 Apr 15 [cited 2025 Feb 3];4. Available from: https://doi.org/10.3389/esss.2024.10098 

6. Corbett E, Barnett J, Yeomans L, Blackwood L. “That’s just the way it is”: bullying and harassment in STEM academia. IJ STEM Ed. 2024 May 31;11(1):27.  

7. Reggiani M, Gagnon JD, Lunn RJ. LGBT + academics’ and PhD students’ experiences of visibility in STEM: more than raising the rainbow flag. High Educ. 2024 Jan 1;87(1):69–87.  

8. Ensmenger N. “Beards, Sandals, and Other Signs of Rugged Individualism”: Masculine Culture within the Computing Professions. Osiris. 2015 Jan;30(1):38–65.  

9. Hettrick S, Bast R, Crouch S, Wyatt C, Philippe O, Botzki A, et al. International RSE Survey 2022 [Internet]. Zenodo; 2022 Aug [cited 2025 Jul 17]. Available from: https://zenodo.org/record/6884882 

10. Chue Hong NP, Cohen J, Jay C. Understanding Equity, Diversity and Inclusion Challenges Within the Research Software Community. Lecture Notes in Computer Science. 2021;390–403.

11. Tenquist M, Azman A, Meaden R, Onikan A, Jay C, Banerji A. Recommendations for developing effective inclusivity initiatives in Research Software Engineering. Comput Sci Eng. 2025;1–10.  

12. Banerji A. Inclusive RSE project starts next stage [Internet]. [cited 2025 Jul 17]. Available from: https://www.software.ac.uk/news/inclusive-rse-project-starts-next-stage 

13. Nanjala R, Kaye E, Karega P, Tenquist M, Banerji A. Sharing our experiences of co-producing inclusive RSE research [Internet]. [cited 2025 Jul 17]. Available from: http://software.ac.uk/blog/sharing-our-experiences-co-producing-inclusive-rse-research 

14. Ahmed, Sara. Conclusion: A Phenomenological Practice. In: On Being Included [Internet]. Duke University Press; 2012 [cited 2025 Jul 17]. p. 173–90. Available from: http://www.jstor.org/stable/10.2307/j.ctv1131d2g.10 

15. Bhopal K, Pitkin C. ‘Same old story, just a different policy’: race and policy making in higher education in the UK. Race Ethnicity and Education. 2020 Jul 3;23(4):530–47.