Today, globalisation and the changing demographic of the student body of diverse ethnic,

linguistic, cultural and religious backgrounds in Higher Education pose new challenges to
providing a conducive and satisfying learning environment devoid of inequality,
marginalisation, stereotyping, discrimination and microaggressions. Promoting diversity and
inclusion in Physics and STEM (Science, technology, engineering, and mathematics) subjects
in general, is important for the sustained growth and advancement of the discipline.

My commitment to promoting equality diversity and inclusion (EDI) in academia and the
workplace is grounded in my personal experience, my many years of leadership,
teaching/tutoring and mentoring (at Kogi State University, Nigeria, and the University of
Bristol, UK,), and my deep commitment to improving students’ experience. Being a native of
a developing country (Nigeria) which is largely diverse along the line of culture, language and
religion, I have experienced first-hand the negative effects of inequality, stereotyping and
marginalisation on students’ learning and success. I have personally experienced economic
uncertainty and social inequality, and my family’s navigation of our life experiences reminded
me daily of the ways that inequities affect opportunities and security. My parents and
mentors inspired me to pursue what at times felt like a distant ambition of becoming an
academic, lecturer and a PhD holder in a STEM subject, who now addresses these inequities
and mentors the younger generation of students.

My teaching experiences have earned me an affiliation with several students from a variety
of backgrounds and with a range of goals and needs, some of whom suffered marginalisation
and discrimination on the ground of their ethnicity, religion and the social status of their
families. I have contributed to EDI during lectures by discouraging all forms of stereotyping
and microaggressions, encouraging participation of under-represented groups and
intercultural interaction in class through small group discussions, provision of pastoral
support to students with recognised individual learning needs and evaluating students’
assessments and feedback. I have also contributed to EDI through mentorship. I have
mentored several students marginalised and discriminated against on the ground of their
ethnicity, religion and social status. Some of these students have gone on to major in STEM
subjects, winning national and international scholarships such as the AIMS (African Institute
for Mathematical Sciences), Commonwealth, University of Bourgogne-Franche-Comté EIPHI
scholarships, among others.

At the University of Bristol (UoB), I would continue to contribute to and pursue efforts to
enhance campus diversity in teaching, research and service, while maintaining and fostering
mutually respectful and collaborative relationships with colleagues. I will create an inclusive
classroom where everyone is encouraged to avoid unconscious bias, discrimination and hate
crimes. I will look for opportunities to provide mentorship and pastoral support to students,
such as meeting with and advising student social or cultural groups and participating in EDI
outreaches and seminars.