On March 8th, 2025, the world is celebrating the 104th International Women’s Day, a tradition that began in 1911. This year’s International Women’s Day focuses on the theme of “Accelerate Action”, which highlights the urgency for dismantling systematic barriers that hinder women’s full participation in various research fields – including psychology and psychiatry (International Women’s Day, 2025). As an early-career researcher and woman in psychological and psychiatric research, this topic is close to my heart, as I hope to pursue a career in a field where women have equal representation, equitable pay, and recognition. This blog focuses on individuals who identify as women, females, or girls. The term “gender” will be used throughout to reflect diverse identities and perspectives.
Early biases and gender inequality
The role of women and girls in research – particularly in psychological and psychiatric fields – is crucial. Promoting gender equality at all levels has been found to enhance efficiency, innovation, and excellence in academia and the workplace (European Commission, 2012). However, gender inequalities often begin at an early age, with societal stereotypes discouraging girls from pursuing Science, Technology, Engineering and Mathematics (STEM) subjects, reinforcing the notion that these fields are more suited for men. For example, boys are often encouraged to engage in competitive and active activities aligned with STEM subjects, while girls are expected to prefer communal and nurturing roles that are perceived as less compatible (Charlesworth and Banaji, 2019). These early biases contribute to systemic barriers that persist into research careers.
The gender gap in research
Despite global efforts, full gender parity remains a distant goal. The European Union’s She Figures 2024 report, which provides Europe-wide statistics on gender equality in Research & Innovation (R&I), shows that women make up only 34% of researchers and 36% of senior-stage authors (European Commission, 2025). Gruber et al., (2020) highlight persist disparities in career advancement, pay, and service assignments, sustained by various mechanisms including gender biases, work-family conflict, and lack of belonging, which are deeply embedded in academic institutions and workplaces (Gruber er al, 2021). Moreover, women from disadvantaged background, such as from low-income families, often face additional barriers in accessing research opportunities. Challenges may include financial constraints, limited mentorship, and biases that contribute to their underrepresentation in research.
“Gender inequalities often begin at an early age, with societal stereotypes discouraging girls from pursuing Science, Technology, Engineering and Mathematics (STEM) subjects, reinforcing the notion that these fields are more suited for men.”
Recommendations and existing initiatives to foster gender quality in research
Given the gender gaps in representation and career advancement within scientific disciplines (Gruber et al., 2020), there is an urgent need for initiatives to close these disparities. To address this, the European Commission has outlined five key principles aimed at fostering gender equality in research (European Commission, 2023). The following section explores these principles, along with real-world initiatives that actively support them.
Principle 1: Equality and Inclusion (E&I)
Mitigating the gender gap in research is critical for achieving a society with social justice and equal treatment and opportunities, as well as meeting the skills demand in a growing labour market. Therefore, educational institutions and research organisations must actively support the inclusion of women and girls, particularly those from disadvantaged backgrounds, by ensuring gender balance and diversity in leadership and decision-making. Ensuring the full participation of women guarantees improvement in the productivity and innovation of research, and applications that will ultimately improve society.
A prime example is the Athena SWAN Charter (UK), launched by Advance HE in 2005 to promote gender equality in higher education and research. Universities such as King’s College London and the University of Oxford have received Athena SWAN awards for initiatives that increase female representation in research leadership and improve recruitment and retention strategies (Athena Swan Charter, 2025).
Principle 2: A holistic approach to gender equality
To close the gender gap in psychology and psychiatry, gender equality efforts must be integrated holistically, throughout the entire education, research, and innovation system. There needs to be systemic changes within institutions to make careers in these fields more inclusive, accessible, and attractive at all levels, such as fair hiring, initiatives promoting equality and encouragement, and flexible working environments to allow for child-care.
Programs like the Women in Cognitive Science (WiCS) provide mentorship, networking, and leadership training for early-career women in psychology (Women in Cognitive Science, 2025). Also, the aforementioned Athena SWAN Charter is an initiative that has been found to promote sustainable change in institutions, with evidence of improved self-confidence in women, better leadership skills among women in departments with the Charter, and improved visibility (Graves et al., 2019).
Principle 3: Institutional reforms to overcome barriers
Barriers such as stereotypes, unconscious biases, work-life imbalance, discrimination in hiring, and workplace harassment can significantly impact women’s participation in psychological and psychiatric research. Institutional reforms are necessary to reorganise the structures and procedures within institutions to mitigate these barriers. During these reforms, it is of crucial importance to involve women who have lived experience of these barriers, allowing decision-makers to hear directly from them about their experiences with gender inequality in the field. This ensures the policies align with peoples’ needs based on their local and contextual needs.
The Gender Equality Plan (GEP), required for European Commission research funding, is a set of commitments and actions that aim to promote gender equality in an organisation through a process of structural change. It aims to transform organisational processes, cultures, and structures in R&I and address whole organisations (GEAR tool, 2025).
Principle 4: Intersectionality
The intersectionality of ethnicity, disability, sexual orientation, chronic illness, migration background, and/or socioeconomic status is associated with challenges for women in science, including higher attrition rates and limited career progression (Leigh, 2022). These barriers not only hinder individual advancement but also contribute to a lack of diversity in the scientific workforce, leading to a narrower scope of research (Kozlowski, et al., 2022). Addressing these disparities through an intersectional approach in institutional policies and initiatives is therefore essential for attracting diverse talent, ultimately strengthening the quality and impact of scientific research.
The National Science Foundation (NSF)’s ADVANCE Program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. All NSF ADVANCE proposals must use intersectional approaches in the design of systemic change strategies (NSF, 2020).
Principle 5: Interdisciplinary approach to research
High-quality psychological and psychiatric research benefits from diverse perspectives and cross-disciplinary collaboration, particularly in addressing gender-related disparities. Interdisciplinary research teams, drawing from fields such as neuroscience, sociology, and public health, help uncover the interactions between biological, psychological, and social factors that shape gender differences. For example, neuroimaging studies have explored sex differences in brain development (Khan, et al., 2024), while sociocultural research have examined how gender norms impact mental health outcomes (Mommersteeg, et al., 2023). By fostering interdisciplinary collaboration, research can more effectively inform policies, reduce stigma, and create environments that support inclusive psychological research.
The Gendered Innovations initiative at Stanford University exemplifies this approach by integrating sex and gender analysis into research across various disciplines, including psychology (Schiebinger et al, 2011-2020).
“Given the gender gaps in representation and career advancement within scientific disciplines, there is an urgent need for initiatives to close these disparities.”
How female early career researchers can be supported
There are also specific programs designed to support female early career researchers (ECRs). For example, in the United Kingdom, there is a Black Women in Science and Women in Neuroscience UK network, which are examples where female ECRs can find a community early in their career.
Conclusion
While significant progress has been made, achieving gender equality in psychological and psychiatric research requires commitment. By implementing the five emerging principles outlined above, research institutions can create a more equitable landscape for women and girls in psychology and psychiatry. Together, we can #AccelerateAction toward a future where women and girls in psychology and psychiatry have equal opportunities to contribute, lead, and innovate.
NB this blog has been peer-reviewed
References
- International Women’s Day. 2025 [cited 2025 March 4]; Available from: https://www.internationalwomensday.com/.
- Structural change in research institutions – Enhancing excellence, gender equality and efficiency in research and innovation. 2012, European Commission: Directorate-General for Research and Innovation: Publications Office.
- Charlesworth, T.E.S. and M.R. Banaji, Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions. The Journal of Neuroscience, 2019. 39(37): p. 7228.
- She figures 2024 – Gender in research and innovation – Statistics and indicators. 2025, European Commission: Directorate-General for Research and Innovation: Publications Office of the European Union.
- Gruber, J., et al., The Future of Women in Psychological Science. Perspect Psychol Sci, 2021. 16(3): p. 483-516.
- EU support to strengthen gender equality in STEM. 2023, European Commission: Directorate-General for Research and Innovation: Publications Office of the European Union.
- Athena Swan Charter. 2025 [cited 2025 March 4]; Available from: https://www.advance-he.ac.uk/equality-charters/athena-swan-charter.
- Women in Cognitive Science. 2025 [cited 2025 February 26]; Available from: https://www.womenincogsci.org/
- Graves, A., A. Rowell, and E. Hunsicker, An Impact Evaluation of the Athena SWAN Charter. Advance HE, 2019.
- Gender Equality in Academia and Research – GEAR tool. [cited 2025 March 4]; Available from: https://eige.europa.eu/gender-mainstreaming/toolkits/gear/what-gender-equality-plan-gep?language_content_entity=en#:~:text=It%20defined%20GEPs%20as%3A,a%20process%20of%20structural%20change.
- Leigh, J., Breaking down the intersectional barriers faced by women in science. 2022: TransformingSociety.
- Kozlowski, D., et al., Intersectional inequalities in science. Proceedings of the National Academy of Sciences, 2022. 119(2): p. e2113067119.
- ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE). 2020 [cited 2025 March 4]; Available from: https://www.nsf.gov/funding/opportunities/advance-advance-organizational-change-gender-equity-stem-academic/5383/nsf20-554.
- Khan, Y.T., et al., Sex Differences in Human Brain Structure at Birth. Biology of Sex Differences, 2024. 15(1): p. 81.
- Mommersteeg, P.M.C., et al., Gender roles and gender norms associated with psychological distress in women and men among the Dutch general population. Journal of Health Psychology, 2023. 29(8): p. 797-810.
- Schiebinger, L., et al. Gendered Innovations in Science, Health & Medicine, Engineering, and Environment. 2011-2020 [cited 2025 March 4]; Available from: genderedinnovations.stanford.edu.
- Black Women in Science. [cited 2025 March 4]; Available from: https://www.bwisnetwork.co.uk/.
- Women in Neuroscience UK. [cited 2025 March 4]; Available from: https://www.womeninneuroscienceuk.org/.
About the author
Pauline studied BSc in Biomedical Sciences – Neuroscience at King’s College London. Throughout the BSc, she worked as a Research Assistant in Global Mental Health at the Institute of Psychiatry, Psychology, and Neuroscience, developing, testing, and implementing depression interventions in low- and middle- income countries. Pauline then completed a MSc in Psychological Research at the University of Oxford, researching how antidepressants impact affective learning under distinct environmental conditions. Pauline is passionate about developmental psychology and data-driven methodologies for research, as well as making data more discoverable from low- and middle- income countries.
