To address the poor gender ratio at IITs, the IITs Council introduced the Supernumerary Seats Scheme in 2018, which allocated additional seats for women at IITs. This study delves into key questions such as: How do male and female students and faculty members perceive the scheme, and how has it influenced the self-perception and lived experiences of female students? Does the perception of the scheme as a "reservation/quota for girls" contribute to the imposter syndrome among female students? How does the scheme differ from caste-based reservations, and what are the experiences of girls falling into intersectional categories? Has the scheme influenced parental attitudes towards encouraging daughters to pursue engineering education?

As part of our action research efforts, we are following IIT Delhi's STEM Mentorship programme and its participants for the duration of our project (until 2027). We will be assessing the effectiveness of mentorship programmes and their contributions to broadening girls’ scope of interests and encouraging them to continue on in STEM. With a clearer picture of the trade-offs that girls make at various stages of their academic journeys, we hope to suggest ways in which institutes can be better equipped to address the obstacles that come in the way of girls’ entry into STEM. Our findings will help redesign and institute a mentorship model that can be replicated in the future.

We aim to understand the complex ways in which girls’ aspirations are shaped and translated into appropriate higher education choices, and if and how aspiration formation is gendered. With a keen focus on the diverse socio-economic backgrounds of the girls, we wish to explore the encouraging and constraining factors that contribute to their aspirations translating into reality. In particular, we will look into parental influence, investment, and the expectations they have of their daughters’ futures. Through our findings, we hope to gain a deeper understanding of the various considerations that go into deciding girls’ academic and professional futures.

This study explores gendered experiences in STEM laboratory settings, focusing on students' interactions with teachers, lab staff, and peers. We investigate mechanical and biochemical engineering labs at IIT Delhi, deliberately chosen for their gender-related perceptions. Our goal is to address gaps in existing literature and gain insights into lab culture, scientific processes, and pedagogy in India. Key questions include: 1) How do gender dynamics shape lab experiences and relationships? 2) What are the differences between biochemical and mechanical labs, given their gender ratios? 3) How does a male-dominated lab impact women's career choices? 4) What is the role of lab assistants, and does their gender matter? Our research employs mixed methods, combining lab observations and interviews.

In 2018, women earned 40% of science PhDs, but by 2022, only 16.6% remained active scientists—a concerning drop. We aim to investigate the critical phase of PhD, postdoc and early career faculty for women in STEM through interviews, surveys, and ethnographies. Our study delves into the challenges women face as they balance their academic and personal lives, considering the impact of societal and biological clocks. Additionally, we'll explore institutional barriers, gender biases in recruitment and retention, and power dynamics in academia. In a male-dominated field, these dynamics often lead to underreporting issues like harassment, pushing women out of STEM. Our research seeks to inform and improve institutional policies, including more inclusive recruitment, retention measures, flexible work options, and support for work-life balance.

This study examines how gender influences women's pursuit of leadership roles in STEM institutions, particularly engineering. We focus on women in senior administrative positions at IIT Delhi, analyzing interviews thematically. We explore barriers like exclusion from informal networks and male-dominated networking spaces. Our goal is to suggest institutional measures for greater gender diversity in leadership. 

DST's WISE-KIRAN division launched the GATI (Gender Advancement for Transforming Institutions) pilot program in 2021, inspired by the UK's Athena Swan Equality Charters. GATI aims to enhance gender equality in STEM education and careers by removing barriers to women's advancement. We plan to study the experiences of GATI pilot institutions, representing diverse types like research institutions, universities, and institutes of national importance. We will investigate how institution-specific factors relate to gender inequality issues and analyze the development of action plans. By identifying common challenges and solutions, we aim to inform a gender inclusion framework for diverse institutions. We will explore institutions' self-assessment reports and conduct on-site interviews with key stakeholders.

This study aims to serve as a mode of critical inquiry into key themes including but not limited to the role and influence of women role models, and leadership and retention of women in STEM fields through a series of podcasts. Making stories and successes of women in STEM accessible to girls can boost girls’ interest and confidence in STEM fields. We will conduct structured interviews with an identified set of 12-15 women in STEM at various stages of their career who we see as relatable role models. Through a literature review and thematic coding of the interviews, this paper will explore the diversity of negotiations and strategies involved in sustaining and advancing careers as women in STEM fields.