1. What would you like the Union to do?
The Union should lobby UCL to conduct a comprehensive institution-wide review of all official academic curriculums to evaluate the inclusivity and gender equity of the materials and authors included in degree programmes. This review will examine the diversity of perspectives and representation of underrepresented genders and marginalised groups while assessing the breadth of authors and academic themes being studied.
Based on the findings, the Union should lobby UCL to work collaboratively with academic departments to encourage broader representation of diverse authors and topics. This would ensure UCL’s programmes better reflect the experiences and knowledge of different cultures, genders, and identities. Additionally, the data collected from this review should be made publicly accessible to promote transparency and inform future curriculum decisions.
2. Why would you like to do this?
This initiative addresses the need for gender equity and inclusivity within academic institutions. Evidence suggests that women and other marginalised genders remain underrepresented in academic curricula, which can perpetuate biases and limit students' exposure to diverse perspectives.
Fostering inclusivity in academic materials will help address these gaps, ensure equity in education, and reflect the diverse identities within UCL’s student body. Furthermore, making this data accessible increases institutional accountability and transparency, fostering trust and enabling departments to implement meaningful changes.
3. How will this affect students?
This policy will benefit students by creating a more inclusive and representative academic environment. Students from underrepresented backgrounds will feel a stronger sense of belonging when their identities and experiences are reflected in the curriculum.
All students will benefit from exposure to a wider range of perspectives, which enhances critical thinking, enriches academic discourse, and prepares them for working in diverse environments. Female and non-binary students, along with students from marginalised groups, may experience increased confidence and engagement, while the broader student body will gain a more well-rounded education.