Have you ever wondered what true gender equality means to individuals at Exeter University, beyond just statistics? This is the central question a group of academics including both staff and students set out to discuss in the Gender Equality and Class Discussion Cafe. This insightful event was hosted by Exeter University Feminist Society’s Annabel Grace and the Exeter Students' Guild’s Becky Light during the Guild’s Gender Equality Conference in late May 2025.
Through these discussions, participants gained a deeper understanding of gender equality by drawing on the first hand experiences of our vibrant University community to identify both accomplishments and areas for improvement. The topics discussed during the meeting spanned a wide range of challenges, concerns, and perspectives, incorporating notions of intersectionality and class to build a well-rounded image of gender equality. Ultimately, the discussion concluded that achieving gender equality at the University is a dynamic ‘process to be upheld and worked toward’, rather than a mere description. This blog will summarise the insights produced by the discussion in an attempt to provide actionable steps we can all take to work towards gender equality.
From the outset, it was established that gender equality is far more than a ‘surface-level equal distribution of resources, power, and opportunity’. The complexities of gender and its intersectionality with other lived experiences and socio-economic barriers form crucial points for deeper analysis. This includes factors such as race, age, sexuality, and faith. Importantly, the discussion highlighted the necessity to acknowledge that ‘not everyone starts in the same place’. The group reflected on the necessity to recognise the existing power structures and societal barriers that disproportionately affect marginalised communities. The discussion emphasised that ‘women are not a homogenous group’ and that there is no ‘universal experience’.
Gender itself was discussed to be a social construct that intersects and navigates with other constructs. This diversity of experience and perspective led the group to conclude that an open-minded approach was vital in discussions of gender equality. Furthermore, the definition of equality was carefully considered, with the group noting that equality is ‘not the eradication of all differences but the ability to navigate these differences effectively’. The relevance of being ‘surrounded by diversity and inequality’ was also highlighted as a significant factor in an individual’s ability to understand the complexities of gender equality. Indeed, those belonging to or being closely associated with marginalised groups were able to comprehend the nuances involved with gender equality and the many factors that significantly intersect with it.
A particularly poignant discussion focused on the achievements and persistent challenges regarding gender equality at Exeter. Dr Bice Maiguashca, a Professor of Politics at the University, detailed the positive developments in staffing since her start in 1998. Whilst the number of female students and staff has been notably improved, challenges remain in other intersectional factors to staff/student experiences, namely class. The discussion found that class has formed a significant segregation factor. Experiences of financial differences were detailed to affect student engagement and relationships with one participant citing how due to their reliance on loans another student had remarked ‘Sometimes I forget that you're not like us’.
The issue of inaccessibility into student communities was explored. Sports groups in particular were found to be largely inaccessible for a significant body of students due to high society membership, uniform and equipment costs. Whilst financial aid does exist at the University, many of the participants stated that this was often quite a complex process or that aid was hard to find if an individual did not know where to look for it. Linking to this, social dynamics at the University were also discussed to be complex and evident in student life. A tendency amongst students to ‘stick to the familiar’ was found to emphasise differences among students, creating broader power inequalities. One student described the poor treatment of student servers at Holland Hall as an example of these complex social dynamics.
Moreover, the University faces significant hurdles in achieving meaningful engagement. The group acknowledged that despite developments in core teaching, the ‘University can't make 18-22-year-olds engage’ with topics they don't want to. These topics, predominantly focused on the humanities subjects, included feminist scholarship and theory as well as non-western perspectives. Whilst many compulsory modules have feminist theory, this is sometimes still perceived as an add-on that is discarded after the module ends.
One of the biggest discussion points was the need for targeted training for students. The group acknowledged that courses concerning EDI and Consent training were available for students and the staff present noted the mandatory training undertaken by staff. However, it was strongly suggested that for students, this training should be made compulsory. Despite being mandatory, there currently exists no ‘punishment’ for the non-completement of these courses. This is highly problematic as many of the issues raised in the discussion are addressed within this training and in not being truly compulsory, many students miss out on vital learning. The need for greater training is exemplified in the personal stories of members of the discussion who have had negative experiences with ‘uneducated’ students.
The conference also stressed that there is a ‘massive expectation on the students to make and lead change’. Many of the students present expressed exhaustion due to the stresses of balancing academia alongside campaign work. To alleviate this, there should be greater collaboration between students, staff, leadership, and the Guild.
As you can tell, there is still much to be done. For a truly equitable "day in the life" at Exeter, several concrete steps were proposed:
- Education: Gender education must become part of the core of education and not optional. This means embedding into the curriculum and moving beyond its current status in many courses as an optional add-on or choice.
- Practicable Accessibility: Whilst period products are widely available in most student bathrooms, this is not the case for all buildings. Period products should be ‘easily available across the board’ in ‘ALL buildings’.
- Mandatory Consent and EDI Training: Courses on EDI and consent should be made compulsory for ALL students. Students who fail to complete the training before their graduation date should face penalisation.
The Gender Conference highlighted that achieving true gender equality at Exeter is a complex, intersectional, and ongoing journey that demands profound understanding and dedicated action beyond superficial measures. It is a process, a value to uphold and continuously work towards.
Achieving a genuinely equitable university environment demands a collective, sustained commitment from every member of the community, students, staff, and leadership alike. We strongly urge all readers to engage with the Guild, their departments, and fellow students. Participate in discussions, challenge existing biases, and advocate for the changes outlined here. By working together, we can build an Exeter where everyone, regardless of their background or identity, feels they belong, are valued, and can truly flourish.
For further insights, student Mia Taylor-Seal hosted a very informative podcast on the findings from the conference for you to listen to.
Mya Russell, EDI Student Consultant