The unconventional strength towards STEM cohort

![CDATA[Context: Science, Technology, Engineering and Mathematics (STEM) play a critically important role in Australia’s ability to innovate, expand and remain a competitive force globally. Ensuring that the workforce has the relevant skills in sufficient quantities is quite challenging and requires an understanding of how these skills are and will be used within the Australian economy. However, successfully delivering these skills for a knowledge economy will depend not only on producing the correct number of graduates but also on the education system supplying graduates from under-utilised groups (i.e. female & Indigenous graduates) and diverse backgrounds. Currently, millions of children and young people are not developing the required skills to participate effectively in STEM environments, including STEM literacy valued for career progression in traditionally male-dominated fields (i.e. engineering & construction). Purpose or Goal: This paper aims to highlight the significant challenges associated with STEM’s gender and diversity, including the limitation of current approaches that can be translated and scaled to enhance the participation, engagement and representation of young indigenous and female students in Western Sydney and beyond. Approach or Methodology/Methods: The challenges are drawn from recent literature, and a review of existing initiatives is presented based on the observations of key partners, including Western Sydney University, the Australian government, the research sector, industry, policymakers and communities. However, to build the STEM capacity of graduates with the right knowledge, competencies and qualities, two-way collaboration between the communities, educational institutions, Australian workplaces and the government is essential, as no single sector can entirely solve the current STEM skills shortage. Actual or Anticipated Outcomes: This work has brought together researchers across disciplines, where future research and interventions will provide recommendations designed to facilitate systemic and sustained changes in achieving gender and cultural integration in STEM. The outcomes will emphasise the existing knowledge of current trends, issues, and strategies throughout the STEM cohort. Conclusions/Recommendations/Summary: Western Sydney University is well-positioned within the high-density Indigenous areas to respond to these issues, particularly by monitoring, engaging and promoting all graduates with STEM qualifications to meet the demand of the economy. Moreover, by recognising research-driven practices and policies worldwide, educational institutions could ensure that STEM pathways are culturally sensitive and responsible for the needs of under-represented groups from various backgrounds.]]