The Experiences of Women from Diverse Ethnic Backgrounds in the Dutch Academic STEM Field: An Intersectional Perspective

Abstract

Currently, women remain underrepresented across various levels of the academic STEM field. Besides challenges related to gender, some face additional barriers due to their ethnic background, highlighting the importance of viewing these experiences through an intersectional lens. Although the literature includes many intersectional studies, there appears to be a limited focus on ethnically diverse groups of women within the Dutch STEM workforce. Therefore, this study explored the experiences of women from different ethnic backgrounds in the Dutch academic STEM field. In addition to an intersectional perspective, the social identity approach was used to examine the role of group dynamics and identity processes in women’s experiences. Semi-structured interviews were conducted with 12 women working at various universities or research institutes across the Netherlands, holding different academic positions. Findings reveal how gendered norms, stereotypes, and expectations shape how women are perceived and treated. Some women report different treatment based on their ethnicity or experience cultural differences, emphasizing the importance of studying intersectionality. As these experiences affect sense of belonging or opportunities in their academic career, it may lead women navigating between different parts of their identities, for instance, by adapting to norms in order to blend in. Contextual factors such as academic position, job function, and age further shape women’s unique experiences, underlining the complex and dynamic nature of experiences at the workplace. Although these patterns may be structural and difficult to change, this study can serve as a starting point to raise awareness and encourage further research into different work environments, contextual factors, and intersecting identities to compare and better understand women’s experiences in academia.