Equality, Diversity and Inclusion in the Mathematics Community: A Perspective on Data and Policy

Abstract

Equality, Diversity and Inclusion (EDI) questions have taken on increasing importance within the mathematics community recently and generated substantial debate. This article focuses on data collection, data analysis and evidence-based policy for EDI in the context of the UK mathematics higher education sector. It proposes that targeted latitudinal surveys and longitudinal studies would be useful to quantify experiences of disadvantage or discrimination but cautions against hasty conclusions from the data obtained. It notes that topics related to equality and diversity are politically controversial and emphasizes the importance of academic freedom in data analysis. It argues that EDI action should be based on evidence of disadvantage or discrimination rather than on the existence of quantitative disparities in outcomes. Finally, it reflects upon the importance of gathering balanced data on the effects of EDI policies in order to measure their costs and benefits.