This page belongs to: STEM Equity Monitor

Methodology

About the monitor

We released the first edition of the STEM Equity Monitor on International Women’s Day, 8 March 2020. This is the fourth edition, and we will update it annually until 2029.

The monitor provides national data on girls’ and women’s participation in and engagement with science, technology, engineering and mathematics (STEM) across 4 stages of the pathway:

  • primary and secondary school
  • higher education
  • graduation outcomes
  • the workforce.

It collects and standardises data from a range of sources into a single publication.

Each data page provides interactive data visualisations and high-level observations from the data. Users can filter or reconfigure the interactive data to make their own observations. As the relevant issues are different for each stage of the pathway, data in each section is not comparable to other sections.

The monitor aims to help policymakers and the STEM sector understand where progress is being made. It can also show where they should focus future investment in programs and policies to improve gender equity in STEM.

Unless specifically indicated, significance testing has not been carried out on data in the monitor.

Acknowledgements

Our department would like to thank the following organisations, which contributed data to the STEM Equity Monitor:

  • Australian Antarctic Division (AAD)
  • Australian Bureau of Statistics (ABS)
  • Australian Curriculum, Assessment and Reporting Authority (ACARA)
  • Australian Centre for International Agricultural Research (ACIAR)
  • Australian Institute of Marine Science (AIMS)
  • Australia’s Nuclear Science and Technology Organisation (ANSTO)
  • Australian Public Service Commission (APSC)
  • Australian Research Council (ARC)
  • Bureau of Meteorology (BoM)
  • Commonwealth Scientific and Industrial Research Organisation (CSIRO)
  • Department of Education
  • Defense and Science Technology Group (DSTG)
  • Geoscience Australia (GA)
  • National Centre for Vocational Education Research (NCVER)
  • Organization for Economic Co-operation and Development (OECD)
  • National Health and Medical Research Council (NHMRC)
  • Social Research Centre
  • YouthInsight (the research arm of Student Edge)
  • Workplace Gender Equality Agency (WGEA)

We would also like to thank the Office of the Chief Scientist, Australia’s Women in STEM Ambassador, and all those who have contributed support and advice through the development of the monitor.

Data labelling for gender, women and men

The Australian Government recognises that some people identify as and are recognised in the community as either or both:

  • a gender other than the biological sex they were assigned at birth or during infancy
  • a gender which is neither or not exclusively woman or man.

That’s why we use the terms ‘gender’, ‘women’ and ‘men’ to identify the data in the monitor. These terms (and ‘girls’ and ‘boys’ for minors) encompass everyone who identifies as women/girls or men/boys, whether they be:

  • cisgender (someone whose gender identity corresponds with the sex assigned at birth)
  • transgender
  • non-binary
  • intersex.

Some data may have been collected and recorded by sex. However, recognising the government’s preferred approach to collect information by gender wherever possible (and for consistency) the terms ‘gender’, ‘women’ and ‘men’ will be used throughout.

Some data sources include information for people who don’t identify as a woman/girl or man/boy. This information is not shown in visualisations due to small sample sizes. This is stated on relevant pages.

View the Australian Government Guidelines on the Recognition of Sex and Gender.

STEM definitions

The monitor considers STEM to include the fields of science, technology, engineering and mathematics. This is consistent with the approach in Australia’s STEM Workforce report (Office of the Chief Scientist 2020). The monitor takes the Chief Scientist’s definition of STEM education fields, which is sourced from the Australian Standard Classification of Education (ASCED). It then matches these to research fields from the Australian and New Zealand Standard Research Classification (ANZSRC).

The monitor also uses qualifications in STEM education fields to define STEM-qualified occupations and STEM-qualified industries. The monitor considers an occupation or industry to be STEM-qualified if the majority of workers in the occupation or industry reported a qualification in a STEM field of education in the 2021 Census of Population and Housing. However, the monitor also recognises that STEM-qualified graduates work in wide range of sectors across the workforce.

Previous issues of the monitor were based on education and occupation data from the 2016 Census of Population and Housing. Changes to definitions of STEM- and Health-qualified occupations and industries are described below. Definitions based on the 2021 Census of Population and Housing have been implemented over entire time series throughout the monitor (unless otherwise specified) to ensure data can be tracked over time on a consistent basis.

This monitor does not include health in the definition of STEM. However, health is recognised as a closely related field that people with STEM qualifications may enter. It is often included in broader definitions of STEM. The monitor allows users to view health data in addition to STEM, so they can see the results for STEMM – science, technology, engineering, mathematics and medicine.

STEM fields of education and research

Education and research fields are defined by the Australian Standard Classification of Education (ASCED) and Australian and New Zealand Standard Research Classification (ANZSRC).

Consistent with the Australian STEM Workforce report (Office of the Chief Scientist 2020), the monitor’s STEM definition uses STEM education fields at the 2-digit level.

Table 1. STEM education fields classification.

Field code level

STEM education fields

01

Natural and physical sciences

02

Information technology (IT)

03

Engineering and related technologies

05

Agriculture, environment and related studies

Source: Office of the Chief Scientist (2020)  

These are mapped across the Australian and New Zealand Standard Research Classification (ANZSRC) to determine the ‘STEM research fields’ definition.

The monitor uses ANZSRC 2008 in this edition and all previous editions. An updated classification (ANZSRC 2020) will be used in future issues of the monitor.

Table 2: STEM research fields classification

Division code

STEM research fields

01

Mathematical sciences

02

Physical sciences

03

Chemical sciences

04

Earth sciences

05

Environmental sciences

06

Biological sciences

07

Agricultural and veterinary sciences*

0701

Agriculture, land and farm management

0702

Animal production

0703

Crop and pasture production

0704

Fisheries sciences

0705

Forestry sciences

0706

Horticultural production

0799

Other agricultural and veterinary sciences

08

Information and computing sciences

09

Engineering

10

Technology

* Note: Agricultural and Veterinary Science are reported together at the 2-digit level, but have been split at the 4-digit level to reflect the STEM (Agricultural Sciences) and Health (Veterinary Sciences) definitions. For the purposes of this report ‘Veterinary Sciences’ (code 0707) are included separately with Division 11 ‘Medical and Health Sciences’, reflecting the distinction made in the Australian Standard Classification of Education.

Source: ABS (2008)

STEM-qualified occupations

STEM-qualified occupations are defined by identifying occupation classes in which more than 50% of workers reported a VET or university STEM qualification in the 2021 Census of Population and Housing.

VET qualifications identified in the Census were non-school qualifications at the following levels:

  • certificate
  • advanced diploma and diploma.

University qualifications identified in the Census were non-school qualifications at the following levels:

  • bachelor degree
  • graduate diploma and graduate certificate
  • postgraduate degree.

This method was developed with assistance from the Office of the Chief Economist. Occupations were analysed using the Australian and New Zealand Standard Classification of Occupations (ANZSCO) at a 4-digit level. Data for this analysis was originally sourced from the 2016 Census of Population and Housing and was then updated using the 2021 Census of Population and Housing.

This same methodology has been applied to classify the roles reported in the 2021 Australian Public Service (APS) Employee Census as STEM, health and non-STEM. For publicly funded research agencies, participating agencies defined which occupations in their agency were STEM, health and non-STEM. They based this either on our methodology or through a self-determined analysis. Agencies also aligned classification levels in the organisation to equivalent levels in the APS if they do not use standard APS classifications.

Some staff in senior positions may be described as being in management or leadership occupations, so may not be captured within STEM.

Table 3: Further classification of STEM-qualified occupations and industries*

Classification

Description

University STEM-qualified

At least 50% of the occupation’s or industry’s working population have a university STEM qualification

VET STEM-qualified

At least 50% of the occupation’s or industry’s working population have a VET STEM qualification

Mixed STEM-qualified

At least 50% of the occupation’s or industry’s working population have a STEM qualification at either VET or university level. That is, an occupation or industry didn’t qualify for either of the above criteria but did qualify when VET and university level qualifications were combined.

* Note: Based on highest qualification stated in ABS (2021).

Based on updated analysis from the 2021 Census of Population and Housing, a small number of the occupations below have remained STEM occupations but have moved between categories. For example, in previous editions of the monitor, some occupations were VET STEM-qualified and have changed to mixed STEM-qualified.

Some occupations are no longer identified as STEM. These are:

  • primary product inspectors (code 3113)
  • vehicle body builders and trimmers (code 3242)
  • printers (code 3923)
  • upholsterers (code 3933).

Unless otherwise specified, the occupations shown below have been implemented over entire time series throughout the monitor to ensure data can be tracked over time on a consistent basis.

The ANZSCO occupations ‘Actuaries, mathematicians and statisticians’ (code 2241) and ‘Other natural and physical science professionals’ (code 2349) were included in the STEM occupation definition, even though they were not identified using the description in Table 3. Only 33% of the workers in the occupation ‘Actuaries, mathematicians and statisticians’ and 39% of the workers in occupation ‘Other natural and physical science professionals’ declared a STEM qualification as their highest qualification. The most common fields of education for people in these occupations were ‘Management and Commerce’ and ‘Health’ respectively. We decided to include these in the list of STEM occupations due to the core STEM skills required by those occupations.

Table 4.1: University STEM-qualified occupation list

Code

Occupation

1332

Engineering managers

2241

Actuaries, mathematicians and statisticians

This occupation was not identified as STEM based on Table 3 description but was included due to the core STEM skills required.

2322

Surveyors and spatial scientists

2330

Engineering professionals, nfd

2331

Chemical and materials engineers

2332

Civil engineering professionals

2333

Electrical engineers

2334

Electronics engineers

2335

Industrial, mechanical and production engineers

2336

Mining engineers

2339

Other engineering professionals

2340

Natural and physical science professionals, nfd

2341

Agricultural and forestry scientists

2342

Chemists, and food and wine scientists

2343

Environmental scientists

2344

Geologists, geophysicists and hydrogeologists

2345

Life scientists

2346

Medical laboratory scientists

2610

Business and systems analysts, and programmers, nfd

2611

ICT business and systems analysts

2613

Software and applications programmers

2631

Computer network professionals

2633

Telecommunications engineering professionals

3110

Agricultural, medical and science technicians, nfd

Note: Occupations marked with ‘nfd’ (not further defined) denote responses and occupations which are not classified into the other defined categories by the ABS.

Source: ABS (2022)

Table 4.2: Vocational education and training STEM-qualified occupation list

Code

Occupation

2312

Marine transport professionals

3123

Electrical engineering draftspersons and technicians

3124

Electronic engineering draftspersons and technicians

3125

Mechanical engineering draftspersons and technicians

3200

Automotive and engineering trades workers, nfd

3210

Automotive electricians and mechanics, nfd

3211

Automotive electricians

3212

Motor mechanics

3220

Fabrication engineering trades workers, nfd

3222

Sheetmetal trades workers

3223

Structural steel and welding trades workers

3230

Mechanical engineering trades workers, nfd

3231

Aircraft maintenance engineers

3232

Metal fitters and machinists

3233

Precision metal trades workers

3234

Toolmakers and engineering patternmakers

3240

Panelbeaters and vehicle body builders, trimmers and painters, nfd

3241

Panelbeaters

3243

Vehicle painters

3411

Electricians

3421

Airconditioning and refrigeration mechanics

3422

Electrical distribution trades workers

3941

Cabinetmakers

3992

Chemical, gas, petroleum and power generation plant operators

Note: Occupations marked with ‘nfd’ (not further defined) denote responses and occupations which are not classified into the other defined categories by the ABS.

Source: ABS (2022)

Table 4.3: Mixed STEM-qualified occupation list

Code

Occupation

1351

ICT managers

2300

Design, engineering, science and transport professionals, nfd

2310

Air and marine transport professionals, nfd

2311

Air transport professionals

2349

Other natural and physical science professionals

This occupation was not identified as STEM based on Table 3 description but was included due to the core STEM skills required.

2600

ICT professionals, nfd

2612

Multimedia specialists and web developers

2621

Database and systems administrators, and ICT security specialists

2630

ICT network and support professionals, nfd

2632

ICT support and test engineers

3100

Engineering, ICT and science technicians, nfd

3111

Agricultural technicians

3114

Science technicians

3120

Building and engineering technicians, nfd

3122

Civil engineering draftspersons and technicians

3129

Other building and engineering technicians

3130

ICT and telecommunications technicians, nfd

3131

ICT support technicians

3132

Telecommunications technical specialists

3400

Electrotechnology and telecommunications trades workers, nfd

3423

Electronics trades workers

3424

Telecommunications trades workers

3620

Horticultural trades workers, nfd

3991

Boat builders and shipwrights

Note: Occupations marked with ‘nfd’ (not further defined) denote responses and occupations which are not classified into the other defined categories by the ABS.

Source: ABS (2022)

STEM-qualified industries

STEM-qualified industries in the Australian and New Zealand Standard Industry Classification (ANZSIC) are defined as industries in which more than 50% of workers reported a STEM qualification from VET or university (Table 3) in the 2021 Census of Population and Housing. Note there were no industries which qualified as STEM industries based on university level qualifications alone.

Based on updated analysis from the 2021 Census of Population and Housing, a small number of the industries below have remained STEM industries but have moved between categories.

Some industries are no longer identified as STEM. These are:

  • Forestry support services (code 051)
  • Iron and steel forging (code 221)
  • Metal container manufacturing (code 223).

Unless otherwise specified, the industries shown below have been implemented over entire time series throughout the monitor to ensure data can be tracked over time on a consistent basis.

The ANZSIC industry ‘Architectural, engineering and technical services’ (code 692) was included in the STEM industry definition, even though it was not identified based on the description in Table 3. Only 41% of the workers within this industry declared a STEM qualification as their highest qualification. That’s because this code includes the ‘Architectural service industry’, which does not meet the definition of a STEM-qualified industry. However, there are 4-digit code industries classified under ‘Architectural, engineering and technical services’ that meet the definition of STEM-qualified industries. These include:

  • 6922 Surveying and mapping services
  • 6923 Engineering design and engineering consulting services
  • 6925 Scientific testing and analysis services.

We made the decision to include ‘Architectural, engineering and technical services’ in the list of STEM industries due to the core STEM skills required, as shown by the 4-digit industries within it.

Beverage and tobacco manufacturing, nfd (code 120) and ‘Electricity transmission’ (code 262) were also identified through this process. Data is not collected for these industries so they have not been included in the monitor. This is due to insufficient sample sizes of organisations in these industries that reported to the Workplace Gender Equality Agency (WGEA).

Table 5.1: Vocational education and training STEM-qualified industries list

Code

Industry

692

Architectural, engineering and technical services

This industry was not identified as STEM based on Table 3 description, but was included due to the core STEM skills required.

941

Automotive repair and maintenance

Source: ABS (2013)

Table 5.2: Mixed STEM-qualified industries list

Code

Industry

070

Oil and gas extraction

239

Other transport equipment manufacturing

246

Specialised machinery and equipment manufacturing

249

Other machinery and equipment manufacturing

261

Electricity generation

263

Electricity distribution

691

Scientific research services

700

Computer system design and related services

942

Machinery and equipment repair and maintenance

Source: ABS (2013)

Health fields

We include health fields in the monitor, but they are reported separately from STEM fields. These fields rely heavily on the application of STEM skills and knowledge but do not fit the monitor’s classification of STEM.

Health education (ASCED ‘Health’ classification – Code 06) was used to determine research fields (see Table 7) and health-qualified occupations and industries. These are defined as those where 50% or more of the workforce report a ‘Health’ (ASCED code 06) qualification in the 2021 Census of Population and Housing (see tables 6 to 9). This follows the same methodology as STEM-qualified occupations and industries.

Where possible, health data is presented in the interactive data to enable comparison with STEM data or combination with STEM data to present ‘STEMM’ (science, technology, engineering, mathematics and medicine) results.

Data on researchers working in health or non-STEM fields of research (as defined by the monitor) does not indicate that they do not hold STEM qualifications or are not working in a STEM occupation.

These fields report notably different demography and pathways for women. Data on women’s participation in health fields (across education, research, occupations and industries) is captured and reported in a separate category. This is to provide evidence for, and greater understanding of, the differences and relationships between these fields and STEM fields.

Additionally, the Australian Research Council (ARC) includes ‘Medical and health sciences’ (Division 11) and ‘Psychology and cognitive sciences’ (Division 17) in their definition of STEM. Therefore, their data and reporting may not be comparable with collated numbers provided here.

Based on updated analysis from the 2021 Census of Population and Housing, a small number of the occupations below have remained Health occupations but have moved between categories.

Table 6: Health education fields classification

Code

Health education field

06

Health

Source: ABS (2001)

Table 7: Health education fields classification

Division code

STEM research fields

07

Agricultural and veterinary sciences*

0707

Veterinary sciences

11

Medical and health sciences

* Note: Agricultural and veterinary science are reported together at the 2-digit level, but have been split at the 4-digit level to reflect the STEM (‘Agricultural sciences’) and Health (‘Veterinary sciences’) definitions.

Source: ABS (2008)

Table 8.1: University health-qualified occupations

Code

Occupation

2347

Veterinarians

2511

Nutrition professionals

2512

Medical imaging professionals

2514

Optometrists and orthoptists

2515

Pharmacists

2521

Chiropractors and osteopaths

2522

Complementary health therapists

2523

Dental practitioners

2524

Occupational therapists

2525

Physiotherapists

2526

Podiatrists

2527

Audiologists and speech pathologists\therapists

2530

Medical practitioners, nfd

2531

General practitioners and resident medical officers

2532

Anaesthetists

2533

Specialist physicians

2534

Psychiatrists

2535

Surgeons

2539

Other medical practitioners

2540

Midwifery and nursing professionals, nfd

2541

Midwives

2542

Nurse educators and researchers

2543

Nurse managers

2544

Registered nurses

4111

Ambulance officers and paramedics

Source: ABS (2022)

Table 8.2: Vocational education and training health-qualified occupations

Code

Occupation

3613

Veterinary nurses

4114

Enrolled and mothercraft nurses

Source: ABS (2022)

Table 8.3: Mixed health-qualified occupations

Code

Occupation

2500

Health professionals, nfd

2519

Other health diagnostic and promotion professionals

4112

Dental hygienists, technicians and therapists

4116

Massage therapists

4232

Dental assistants

Source: ABS (2022)

Table 9.1: University health-qualified industries

Code

Industry

840

Hospitals

Source: ABS (2013)

Table 9.2: Mixed health-qualified industries

Code

Industry

697

Veterinary services

851

Medical services

853

Allied health services

859

Other health care services

Source: ABS (2013) 

Data sources

Attorney General’s Department (AGD) (2015) Australian government guidelines on the recognition of sex and gender, AGD, Australian Government, accessed 13 January 2022.

Australian Antarctic Division (AAD) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, AAD, Australian Government, accessed 30 November, 2022.

Australian Bureau of Statistics (ABS) (2022) ‘EQ08 – Employed persons by occupation unit group of main job (ANZSCO), sex, state and territory, August 1986 onwards’ [data table], Labour Force, Australia, Detailed, Quarterly, November, cat. no. 6291.0.55.001, ABS website, Australian Government, accessed 22 December 2022.

—— (2016) Census of Population and Housing, ABS, Australian Government, accessed 13 January 2022.

—— (2022) Census of Population and Housing, ABS, Australian Government, accessed 16 November 2022.

—— (unpublished) Women in STEM longitudinal analysis of the 2011 higher education cohort, analysis provided to the Australian Government Department of Industry, Science and Resources, ABS, Australian Government, accessed 22 January 2021.

—— Women in STEM longitudinal analysis of the 2011 higher education cohort and completion rate analysis of the 2012–16 cohort, analysis provided to the Australian Government Department of Industry, Science and Resources, ABS, Australian Government, accessed 7 December 2021

Australian Centre for International Agricultural Research (ACIAR) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, ACIAR, Australian Governement, accessed 22 November 2022.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2022, National Assessment Program – Literacy and Numeracy (NAPLAN) achievement in reading, writing and numeracy: national report for 2022, ACARA, Sydney, accessed 2 November 2022.

Australian Institute of Marine Science (AIMS) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, AIMS, Australian Government, accessed 15 December 2022.

Australia’s Nuclear Science and Technology Organisation (ANSTO) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, ANSTO, Australian Government, accessed 19 December 2022.

Australian Public Service Commission (APSC) (unpublished) (2022) APS employee census by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, APSC, Australian Government, accessed 28 November 2022.

Australian Research Council (ARC) (2018) Gender and the research workforce – excellence in research for Australia (ERA) 2018, accessed 12 February 2020.

—— (unpublished) (2023) Gender outcomes: National Competitive Grants Program (NCGP) trend data, data set provided to the Australian Government Department of Industry, Science and Resources, ARC, Australian Government, accessed 18 April 2023.

Bureau of Meteorology (BoM) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, BoM, Australian Government, accessed 12 December 2022.

Commonwealth Scientific and Industrial Research Organisation (CSIRO) (unpublished) (2022) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, CSIRO, Australian Government, accessed 7 December 2022.

Defence Science and Technology Group (DSTG) (unpublished) (2023) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, DSTG, Department of Defence, Australian Government, accessed 1 February 2023.

Department of Education (unpublished) (2022) Research staff by field of education, duty classification and year,  data set provided to the Australian Government Department of Industry, Science and Resources, Department of Education, Australian Government, accessed 24 February 2021.

—— (2023) Student enrolments and award completions by field of education, gender and year, Department of Education, Australian Government, accessed 10 February 2023.

—— (unpublished) (2022) Year 12 enrolments by subject, key learning area and gender, data set provided to the Australian Government Department of Industry, Science and Resources, Department of Education, Australian Government, accessed 25 October 2022.

Geoscience Australia (unpublished) (2023) Research workforce by type of work, gender, and classification levels, data set provided to the Australian Government Department of Industry, Science and Resources, Geoscience Australia, Australian Government, accessed 30 January 2023.

National Centre for Vocational Education Research (NCVER) (2022) Total VET students and courses [data set], DataBuilder, NCVER website, accessed 10 November 2022.

—— (unpublished) (2022) VET student outcomes, data set provided to the Australian Government Department of Industry, Science and Resources, NCVER, accessed 16 December 2022.

National Health and Medical Research Council (NHMRC) (unpublished) (2023) Research funding statistics and data, data set provided to the Australian Government Department of Industry, Science and Resources, NHMRC, Australian Government, accessed 30 January 2023.

Office of the Chief Scientist (OCS) (2016) Australia’s STEM workforce, OCS, Australian Government, accessed 13 January 2022.

Office of the Chief Scientist (2020) Australia’s STEM workforce, OCS, Australian Government, accessed 13 January 2022.

Organization for Economic Co-operation and Development (OECD) (2020) Mathematics performance (PISA) (indicator), doi: 10.1787/04711c74-en, accessed on 30 January 2020.

—— (2020) Reading performance (PISA) (indicator), doi: 10.1787/79913c69-en, accessed on 30 January 2020.

—— (2020) Science performance (PISA) (indicator), doi: 10.1787/91952204-en, accessed on 30 January 2020.

Social Research Centre (2022) Graduate outcomes survey (GOS) 2022 national tables [data set], Quality Indicators for Learning and Teaching (QILT), accessed 31 October 2022.

—— (unpublished) (2022) Median salary, skill utilisation, and part time employment, data set provided to the Australian Government Department of Industry, Science and Resources, Social Research Centre, accessed 22 December 2022.

Workplace Gender Equality Agency (WGEA) (unpublished) (2023) WGEA data, data set provided to the Australian Government Department of Industry, Science and Resources, WGEA, Australian Government, WGEA, Australian Government, accessed 6 April 2023.

YouthInsight (2022) 2022–23 STEM influencer – Teacher and career adviser survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 13 October 2022.

—— (20222022–23 STEM influencer – Parents survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 13 October 2022.

——   (2021), 2021-22 Youth in STEM survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 18 November, 2021.

——  (2021) 2020–21 STEM influencer – Teacher and career adviser survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 25 March 2021.

—— (2021) 2020–21 STEM influencer – Parents survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 25 March 2021.

—— (unpublished) (2021) 2020–21 STEM Influencer – Aboriginal and/or Torres Strait Islander educator survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 25 March 2021.

—— (2020) 2019–20 Youth in STEM survey, report to the Australian Government Department of Industry, Science and Resources, YouthInsight, accessed 26 March 2020.

Additional resources

These resources include explanatory notes on source data and definitions.

AlphaBeta (2018) Digital innovation report: Australia’s $315b opportunity, report to the Commonwealth Scientific and Industrial Research Organisation’s (CSIRO’s) Data 61, CSIRO, Australian Government, accessed 29 January 2020.

Attorney General’s Department (AGD) (2015) Australian government guidelines on the recognition of sex and gender, AGD, Australian Government, accessed 24 September 2019.

Australian Academy of Science (AAS) (2019) Women in STEM: Decadal plan, AAS, Australian Government, accessed 29 January 2020.

Australian Bureau of Statistics (ABS) (2001) Australian Standard Classification of Education (ASCED), 2001, cat no. 1272.0, ABS, Australian Government, accessed 6 October 2022.

—— (2013) Australian and New Zealand Standard Industrial Classification (ANZSIC), 2006 (revision 2.0), cat no. 1292.0, ABS, Australian Government, viewed 6 October 2022.

—— (2022)  Australian and New Zealand Standard Classification of Occupations (ANZSCO), 2021 cat no. 1220.0, ABS, Australian Government, accessed 24 November 2022.

—— (2008) Australian and New Zealand Standard Research Classification (ANZSRC), cat no. 1297.0, ABS, Australian Government, accessed 6 February 2020.

—— (2020) Australian and New Zealand Standard Research Classification (ANZSRC), ABS, Australian Government, accessed 12 December 2022.

Australian Institute of Family Studies (AIFS) (2016) School subject coder, AIFS, Australian Government, accessed 18 October 2022.

Australian Mathematical Sciences Institute (AMSI) (unpublished) (2021) Maths subject classification, data set provided to the Australian Government Department of Industry, Science and Resources, AMSI, accessed 1 November 2022.

Australian Public Service Commission (APSC) (2022) Australian public service employee census explanatory guide, APSC, Australian Government, accessed 28 November 2022.

—— (2022) Job family framework, APSC, Australian Government, accessed 28 November 2022

—— (2019) APS employee census 2019 – Participant information, APSC, Australian Government, accessed 11 October 2021.

Department of Industry, Science and Resources (2019) Advancing women in STEM, Department of Industry, Science and Resources, Australian Government, accessed 29 January 2020.

—— (2020) Advancing women in STEM: Action plan, Department of Industry, Science and Resources, Australian Government, accessed 6 December 2020.

Social Research Centre (2019) Study areas, Quality Indicators for Learning and Teaching (QILT) website, accessed 15 December 2019.

Thomson S, De Bertoli L, Underwood C, Schmid M (2019) Programme for International Student Assessment (PISA) 2018: Reporting Australia’s results, volume 1 student performance, Australian Council for Educational Research (ACER), accessed 12 December 2019.