Summary of results for faculty, staff, research associates, postdoctoral fellows and graduate students

  • The EDI climate throughout the department of Chemical and Physical sciences is broadly positive, though areas of concern are evident. 
  • Responses to EDI statements on a Likert scale highlight that trust of the department and receiving equitable reward/recognition are areas of concern. Department members do feel a sense of respect and that they have access to opportunities. 
  • Nine respondents (14%) stated they had experienced discrimination, highlighting a range of sources, with religion, gender, sex, and position in the department selected by the most respondents. These incidents happened in all settings, but most frequently at social events with others from CPS.
  • Six respondents (9%) outlined a feeling of exclusion based on their age, race, ethnicity, gender, sex, disability or position in the department, with disability and position highlighted as ‘more frequent’ sources. These incidents happened most often in classroom settings, but also in research laboratories and at department-sponsored events.
  • Ten respondents (16%) said they had witnessed discrimination in the department. Age, race, ethnicity, nationality, religion, gender, sex, sexual orientation, and disability were all highlighted as frequent sources of discrimination of others. Only political opinions and research interests were not selected. These incidents happened in many settings, but most frequently in research laboratories. 
  • When asked about incidents of discrimination, and for general comments and suggestions for improvements, multiple participants highlighted:
    • The desire for more diverse faculty.
    • Witnessed or lived discrimination or exclusion, speaking to a need for greater awareness, sensitivity, respect, and empathy on specific issues including:
      • anti-Asian racism;
      • sexism and gender-based microaggressions;
      • homophobia, transphobia, and use of preferred pronouns;
      • Islamophobia;
      • disregard for Indigenous science; and
      • a power imbalance between graduate students and faculty that makes reporting such incidents problematic.
    • A desire for further departmental support of equity, diversity, and inclusion initiatives, including:
      • greater opportunities for training, resources, or incentives, specifically around supporting 2SLGBTQ+ individuals, indigenous groups, and dealing with disruptive students;
      • formation of discussion groups focused on EDI in pedagogy and research settings;
      • expansion of UTM STEM Scholars program to Indigenous students;
      • greater outreach, particularly aimed at students from underrepresented groups;
      • programs for English Language Learners and international students;
      • greater support for postdoctoral fellows;
      • improved mental health support; 
      • appropriate compensation for individuals giving time to EDI-related events; and
      • establishment of anonymous incident-reporting mechanisms.
    • Problems with department professionalism including:
      • communication with supervisors; and
      • a culture of gossip.
  • A few individuals raised questions about the emphasis on equity, diversity, and inclusion in the departmental culture. They suggested that EDI initiatives are ideological, and that the department should promote a merit-based structure and cultivate a climate of free speech.