Break the Bias

Celebrating International Women's Day 2022 at UQ

Six diverse women posing in the 'break the bias' style, with their arms crossed in an 'x' over their chests.

Six diverse women posing in the 'break the bias' style, with their arms crossed in an 'x' over their chests.

For women everywhere, female identity is diverse: it goes beyond gender, layering with experiences, cultures and other identities to create a complex sense of who someone is as a woman.

On International Women's Day 2022, The University of Queensland brought together some of UQ's experts in an online panel discussing the 2022 theme of "break the bias", as well as lessons learned across the UQ community.

The panel discussion explored how cultural and linguistic background, disability, sexual orientation, age and gender identity can combine to have an intersectional impact that compounds systems of discrimination, disadvantage and inequality.

You can watch the session here, or catch up below with input from our panellists, who answered the question: what are the intersecting biases and challenges women are facing? And what practical things can we do to make communities more inclusive for women, with consideration of those additional biases and challenges?

A smiling headshot of a woman wearing a blazer and glasses with short hair. Behind her are UQ's Great Court sandstone pillars.

Professor Deborah Terry AO

Professor Deborah Terry AO

Professor Deborah Terry AO

Professor Deborah Terry
Vice-Chancellor and President

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

This International Women’s Day, I’d like to reflect on a major roadblock in achieving true gender equity: the persisting biases around gender roles, and in particular, that child-rearing is predominantly a woman’s responsibility.

We all have stories about how these biases affect our lives and careers. For me, I was in the final year of my PhD when I told my supervisor that I was pregnant.

His immediate response was shock, and so was mine when he said: “You’ll never make it in academia – it’s impossible”.   

He expected that I would automatically become the primary caregiver, preventing me from devoting the necessary time and energy to being an academic. 

While I was shocked by his response, I certainly didn’t let the experience discourage me. In fact, it hardened my resolve to prove him wrong.

Yet, this kind of cultural assumption has led to many women taking lengthy career breaks – far more often than men.

While these embedded cultural assumptions work against the interests of women, they also make it much harder for men to take a greater role in child rearing or full-time caring responsibilities.

Those men who do take on these important responsibilities are still regarded as ‘outliers’ to the perceived norm.

As a community, we are much poorer for this. We simply have to make it easier for men to take a greater role in caregiving.

This is an area that UQ leads in, by offering flexible working arrangements and one of the most generous paid partner leave policies in Australia.

Ultimately, we must break down the gendered perceptions of the roles that we can – and should – occupy in society. This is a job for all genders, and a challenge for workplaces, institutions, governments, and communities.

As a leader in a large organisation, I don’t doubt that this challenge is formidable. But it is one we can face together, and with the right leadership, I have no doubt we can ‘break the bias’.

Ms Flic French

Ms Flic French
Deputy Chair, UQ Ally Action Committee

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

As a cisgender lesbian woman, I am privileged compared to many LGBTQIA+ women who hold different identities and experience more disadvantages than me.

For example, unfortunately, many women with a transgender experience will encounter transphobic attitudes and behaviours daily, both from society at large and from within the LGBTQIA+ communities.

Reductionist binary views that conflate the concepts of sex and gender are dangerous and invalidate the experiences of many women, men and people of diverse genders. Transgender lesbian women are particularly at risk, as certain groups have sought to specifically undermine their identities to advance their political goals, causing great harm. Recent public debate around the Religious Discrimination Bill has further highlighted the prejudices trans people face, and when looking at the sensational media coverage, it's not surprising that the majority of trans people will experience anxiety and/or depression at some point in their lives.

As allies, it's essential for us to validate the experiences of all women, to bust myths around diverse genders, sexes and sexualities, and make UQ and the other spaces we inhabit safe for LGBTQIA+ women.

Practically, this is about educating ourselves. There are many fantastic resources available, including training with organisations like Pride in Diversity, as well as programs like You Can’t Ask That on ABC iView, giving members of the communities a chance to be heard.

It’s also about showing visual signifiers of inclusion. We have pride flags on our Library service points to show that they're safe spaces for all our students and staff, and UQ will fly the trans flag over the Great Court for International Transgender Day of Visibility on March 31.

Finally, it’s about putting words and symbols into action: you can support LGBTQIA+ students facing financial hardship by donating to the UQ LGBTQIA+ Bursary.

A smiling headshot of a woman with short hair wearing a collared shirt against a plain background. She is wearing a rainbow LGBTIQA+ UQ Ally lanyard.

Ms Flic French

Ms Flic French

A smiling headshot of a man wearing a suit and tie. UQ's 'Great Court' and its sandstone arches are blurred in the background.

Associate Professor Paul Harpur

Associate Professor Paul Harpur

Associate Professor Paul Harpur

Associate Professor Paul Harpur
Chair, UQ Disability Inclusion Group, and Member, Gender Steering Committee

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

Women with disabilities experience inequalities differently and worse than women without a disability.  This is caused when their gender and disability intersect to create intersectional inequalities.

Intersectional discrimination recognises that individuals do not experience discrimination as members of a homogenous group, but rather as individuals with multidimensional layers of identities, statuses and life circumstances. 

This intersectional inequality can be found in the higher education setting: when a women’s event is held in a venue with steps and no ramp or lift, thus excluding women in wheelchairs; when a rape crisis centre does not follow web access guidelines, thus assuming that a woman who is blind will never need their services; and expecting a person with a disability to ask for reasonable accommodations, rather than embracing universal design, thus excluding all those who desire to keep their disability confidential. 

We should acknowledge the lived realities and experiences of heightened disadvantage caused by multiple and intersecting forms of discrimination, which requires targeted measures with respect to disaggregated data collection, consultation, policymaking, enforceability of non-discrimination and provision of effective remedies.

Professor Tracey Bunda

Professor Tracey Bunda
Academic Director, Aboriginal and Torres Strait Islander Studies Unit

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

I offer a list of questions as practical guidance to make organisations and communities more inclusive for women, and specifically Aboriginal and Torres Strait Islander women.

1. What priority is given to Aboriginal and Torres Strait Islander business within the organisation?

As the first peoples of country where universities are located, the prioritising of Aboriginal and Torres Strait Islander business as the first business is a respectful inclusion. An Acknowledgement to Country, which UQ practices, is strengthened by re-locating Aboriginal and Torres Strait Islander business to the first order of business.

2. Who is in the room?

At the level of governance and with reference to decision-making committees, it is important to consider who is making decisions and for whom. Are Aboriginal and Torres Strait Islander women in the room? Their presence strengthens the strategic vision and decision making for Aboriginal and Torres Strait Islander matters, but also for matters generally.

3. What are the potential limitations for Indigenous engagement? How is this accommodated?

The numbers of Aboriginal and Torres Strait Islander women staff remain small within the University. What strategies have been considered and need to be put in place to build the Aboriginal and Torres Strait Islander staffing profile, and in roles that will benefit both the career pathways of Aboriginal and Torres Strait Islander women and the workplace strategic direction?

4. What efforts are being made to Indigenise the community? Who is monitoring these efforts? What are the key performance indicators (KPIs) that goals are being met?

The Indigenisation of a university community can be developed through arrangements that are dependent upon, for example, goodwill and short-term funding opportunity, rather than as a standard embedded within the infrastructure in all locations of the university. In this way, the university becomes more proficient to meet goals of Indigenising the community, and the implementation of the goals are checked through monitoring mechanisms and agreed KPIs for meeting the goals.

5. What are the capacities of non-Indigenous people and spaces for cultural safety?

Cultural safety is a critical matter for Aboriginal and Torres Strait Islander peoples in any community where non-Indigenous people constitute the majority. It is also important to consider the ways in which the environment engages and is inclusive of Aboriginal and Torres Strait Islander peoples, cultures and histories.  A culturally safe community ensures that Aboriginal and Torres Strait Islander women are able to work/study with leaders and peers in an environment that acknowledges and respects difference.  Appropriate training in cultural safety is an imperative.  In addition, a safe environment strengthens the ability of Aboriginal and Torres Strait Islander women to contribute and advance skills.

A smiling headshot of a woman with short hair and glasses. She is standing behind an Aboriginal artwork.

Professor Tracey Bunda

Professor Tracey Bunda

A smiling headshot of a woman wearing a plaid shirt and glasses. Her hands are on her hips and she is standing in front of a field of tall plants.

Professor Neena Mitter

Professor Neena Mitter

Professor Neena Mitter

Professor Neena Mitter
Chair, UQ Cultural Inclusion Council

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

Many of the barriers that women face go beyond gender identity: they intersect with race, ethnicity, culture, language, disability, sexual orientation and age.

A personal example is two years ago, my daughter called me feeling disheartened about continuing medicine. When I asked her why, she told me how on morning ward rounds with a white male nurse, each patient addressed him as the doctor and presumed she was a nurse, time and time again. She began questioning that instead of her ability, were they just seeing her gender and skin tone? And was her role in the professional world always going to be dictated by that?

While Australia – and UQ – are culturally and linguistically diverse and this should be celebrated, research indicates that culturally diverse women continue to face exclusion, isolation, a lack of affirmation and a failure to receive proper recognition. They are either 'too harsh' or 'too gentle,' never just right; competent or likeable, but not both. Their efforts might be recognised as doing, but not leading. This means women must repeatedly prove that we, too, can lead.

Another challenge is the subtle discrimination of microaggression. For example, comments about being well-spoken or articulate, as though that is unexpected. Constantly, we are walking a tightrope between fitting in and feeling authentic.

In addressing these challenges, I am proud to be the inaugural Chair of UQ’s Cultural Inclusion Council, established in 2021. We are currently drafting UQ’s first cultural inclusion strategy (the outcome of a thoroughly consultative process) and finding ways to interrogate the status quo and celebrate diversity. I would also encourage more of the younger cohorts at UQ – the Higher Degree by Research students, the Early and Mid-Career Researchers – to become involved in these conversations, as they are the champions for tomorrow.

Dr Terry Fitzsimmons

Dr Terry Fitzsimmons
Member, UQ Gender Steering Committee

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

Gender role stereotypes come into play very early in life: presently, we find gendered preferences for what children are interested in at just ten years old. These interests strongly inform subject selection in high school, which then become entry requirements for university courses and degrees, ultimately informing choices around industries and professions entered. In short, stereotypes direct women away from many STEMM fields, particularly those currently dominated by men, such as engineering, math and technology.

When women choose to enter these fields, they are often confronted by stereotype biases, both unconscious and conscious, and questions around their suitability for roles. These biases limit opportunities to gain valuable experience, key project roles and mentors/sponsors. They can also impact recruitment and promotion decisions, especially where all key decision makers are men.

Male dominated fields also tend to contain more policy/practice structural biases around flexibility and childcare, making it more difficult for those with caring responsibilities to balance work and caring commitments. Further, informal and formal social networks in male dominated fields are often more difficult for women to access. Because social networks and visibility play key roles in career progression, women in male dominated industries tend to be significantly disadvantaged by this largely informal ostracism. Structural biases also extend to practical matters such as the provision of appropriate personal protective equipment, toilets and showers, which in many male dominated fields can be sub-standard or an afterthought.

Australia has a long way to travel on its gender equality journey. While much attention has – rightly – focused on the worst manifestations of gender inequality through sexual harassment and violence, there has been a tendency to focus on treating the symptoms rather than addressing the root causes.

If we want women to enter STEMM fields and those fields to provide equal opportunity for success, we must create an environment where young women feel just as attracted to science, maths and technology as young men. This means that everything that informs gender role stereotypes must be addressed, from equal parenting and non-gendered distribution of domestic chores to schools providing non-gendered curriculum and our media reflecting non-stereotypical gender roles. Likewise, organisations need to understand and address existing gendered structures. We are only just beginning to see some of these things, but if we expect meaningful change, there is so much more to do.  

A smiling headshot of a man with a goatee and short hair wearing a suit against a plain background.

Dr Terry Fitzsimmons

Dr Terry Fitzsimmons

A smiling headshot of a woman with shoulder-length blonde hair wearing a black and white striped shirt with a cardigan.

Professor Nancy Pachana

Professor Nancy Pachana

Professor Nancy Pachana

Professor Nancy Pachana
Program Lead, UQ Age Friendly University and Healthy Ageing Initiatives

A graphic including drawings of nine people: a Black woman wearing a transgender flag as a cape, a male health worker in scrubs and prosthetic leg, an elderly woman dancing, a woman wearing a sari, a woman in a wheelchair, a woman wearing a hijab, a pregnant woman, a man carrying a LGBTIQA+ flag and an Indigenous woman wearing a shirt with the Aboriginal flag.

Women of different generations face biases that may arise from the expectations, cultural norms, and stereotypes of their birth cohort, as well as broader societal expectations around the ways in which women participate in work, leisure/community and leadership roles.

I choose these three categories because too often, when discussing biases and challenges faced by women, the emphasis is on work. Certainly, these exist – the expectations against women having an interest and excelling in STEM disciplines, for example.

But when we discuss work-life balance, I feel that for many women, this involves discussions around how to balance a variety of responsibilities – at work, and regarding childcare or caregiving – without actual discussions around time and space for the pursuit of meaningful activities for personal renewal and satisfaction. Not discussing this leads to flow-on effects in society ('are there safe places for women to walk?') and intergenerational challenges (the expectation that looking after grandchildren becomes a main leisure activity for women). 

Women of older generations can excel at leadership opportunities, whether in the work or leisure/community space. Whether it is leading a team at work or organising a local bush regeneration group, sometimes women of any generation can face ageism – a judgement of their abilities based solely on chronological age. The woman is 'too young' or 'too old' for the task.

We need to support women of all ages to have the freedom to pursue their best selves and meaningful contributions within the work and non-work arenas, so that all of us benefit.

Catch up on the event here.

TopBuilt with Shorthand