Tracking Access and Participation Measures

McMaster University successfully attracts women to a wide range of programs across the university. In recent years, the number of women students has consistently outpaced the number of male students. In the McMaster University Fact Book 2024-2025 women enrolment figures are on Page 40 completion (graduation) figures on page 53. Admission and registration rates are displayed on page 34.

In 2024, 

Application Rate: McMaster tracks women’s applications from the Ontario Universities’ Application Centre. Acceptance rate is also documented on a year-to-year basis.  

Women Entry: Full-time and part-time Undergraduate and graduate headcount enrolment: 56% women. Continuing education enrolments consisted of 67.7% women students in 2024. Women Retention (Next-Year Entry) Rate: Female students continued to second year at higher rates than their male counterparts. 

Women Graduation Rate: Approximately 57% of degrees were awarded to females in 2024. This has remained relatively constant since 2012, ranging from 55% to 57%. 

Discrimination & Harassment Policy and Trans Inclusion Online Resource

Discrimination and harassment because of gender identity or gender expression are violations of the Ontario Human Rights Code and McMaster University’s Policy on Discrimination and Harassment: Prevention and Response. People who identify as transgender, Two-Spirit and/or gender non-binary have a legal right to be treated with dignity and respect in the classroom, in the workplace, on University property and during University-sanctioned events or activities. This document aims to provide information about issues and concerns related to gender identity and gender expression in order to assure an environment that is inclusive of all University members and visitors to campus.

McMaster University’s Equity, Diversity and Inclusion (EDI) Strategy

McMaster’s Equity, Diversity, and Inclusion (EDI) planning and implementation will be guided by the following principles for best practice:

• Cultural relevance – by responding to:
  • the distinct rights and entitlements of Indigenous peoples, and recognizing the primacy of education, relationship-building, and reconciliation in advancing Indigenous priorities; and
  • the unique lived experiences and barriers faced by different equity-seeking groups, and recognizing the importance of considering both intersectional and disaggregated issues and needs of these differently marginalized groups;
• Critical analysis – by acknowledging the role of power relations in systemic inequities, and working simultaneously to address personal, structural, and cultural barriers to change;
• Community ownership – by promoting transparent communication, regular consultation, and meaningful opportunities for campus-wide engagement
• Collective responsibility – by building individual and organizational capacity, as well as urging senior institution-level accountability and distributed unit-level leadership
• Coordinated de-centralization – by facilitating cross-campus collaborations and partnerships to elevate institution-level and unit-level priorities
• Continuous improvement – by undertaking research, assessment, and evaluation to inform planning and evidence-based decision-making.

The inclusive excellence framework recognizes that meaningful inclusion of diverse peoples and perspectives is vital to stimulating the creativity and innovation needed to achieve the quality of research, teaching, service, and governance that drives academic, educational, and organizational excellence, distinguishing world-class institutions of higher learning.

Foundational to fostering inclusion in higher education is ensuring that all community members experience equal opportunity to access, fully participate, and thrive in the life and work of the university. However, pervasive personally meditated biases and persistent systemic structural and cultural inequities continue to reproduce and reinforce barriers to equal opportunity and inclusion for particular equity-seeking groups who are underrepresented and underutilized in higher education.

For the purposes of this policy, the term “equity-seeking groups” will refer to groups of people who have historically faced, and continue to face, barriers to equal opportunity in higher education. The Federal Employment Equity Act designates the following four groups for particular equity and inclusion attention: Indigenous peoples (First Nations, Métis, and Inuit peoples), persons who are members of racialized communities in accordance with the Act’s definition of “visible minorities”, women, and persons with disabilities. McMaster University also recognizes persons who identify as 2SLGBTQ+ (Two-spirited, Lesbian, Gay, Bisexual, Transgender, Queer) or belonging to marginalized sexual orientation and gender identity groups as equity-seeking groups.

Towards Inclusive Excellence: A Report on McMaster University’s Equity, Diversity and Inclusion (EDI) Strategy (“EDI Strategy Report”) describes the strategic planning and management processes that were engaged, immediately following the inaugural appointment of the Associate VicePresident Equity and Inclusion (AVPEI), leading to the launch of McMaster’s EDI Strategy in 2019.

Statement on Building an Inclusive Community with a Shared Purpose

The university’s Statement on Building an Inclusive Community with a Shared Purpose, is a policy designed to encourage equity, diversity and inclusion applies to all areas of the university, including female identifying students.

“At McMaster University, an inclusive community is one in which there is real, visible and meaningful representation of the diversity evident in the wider community at all levels and in all constituencies on campus (faculty, staff, students, administration). It is a community in which all members feel safe and empowered, valued and respected for their contributions to the shared purposes of the University; research and education excellence. It is a community where the rights of all individuals and groups are protected. Inclusion occurs when an organization provides equitable access to its services, benefits and opportunities, when systems and structures facilitate full participation by all members and where members are treated equitably and fairly and are recognized for their contributions. The key ingredients are equitable access, participation (especially in decision-making processes) and equal attention to the needs and aspirations of all.”

Outreach and Targeted Programmes

McMaster faculties collaborate to encourage women’s applications in underrepresented fields, particularly in STEM, by offering dedicated scholarships, mentorship, and support programs aimed at empowering women in these disciplines.

Access Program

McMaster’s Access Program connects equity-seeking and equity-deserving students and those from historically under-represented backgrounds with information and support to set them up for success in university and provides an avenue for them to complete their studies. The Access Award provides up to $20,000 per year for four years of post-secondary education at McMaster. Students also receive mentorship, employment options and academic supports to set them up for success.

Leading the charge: Samantha Slater tackles health, safety, and equality in sport 

The rugby powerhouse is redefining leadership off the field with March for Women — an initiative spotlighting women’s health and the silent exodus of female athletes from sport. 

Faculty of Engineering 

McMaster University’s Faculty of Engineering has a solid record of outreach, targeted programming, recruitment, and services in support of women in engineering.

For many decades, across Canada, women have been significantly underrepresented in engineering programs. McMaster Engineering builds momentum toward gender parity with incoming BEng class. The Faculty of Engineering is celebrating its incoming class, which includes 48 per cent women in Bachelor of Engineering programs. This is the closest to gender parity the Faculty has been in its 65-year history, showing a steady upward trend of 19 per cent since 2017.

See ‘Fast Facts’ for enrolment and graduation statistics for female students

The outreach program, McMaster Women In Engineering (WIE), McMaster Engineering matches first years and those new to engineering with upper-year women mentors who can provide guidance and support. WIE additionally conducts community outreach, giving students a chance to go out to local high schools to encourage all women and non-binary persons to consider an education in a STEM field.

Our annual all-girl events are designed to create a supportive, collaborative, and fun environment for students to connect with each other and discover the excitement of engineering. Mac Eng Community Outreach is thrilled to announce the return of our Girl Guide modules.

All modules are brand new as of Fall 2024 and are provided completely free of charge. In addition to exciting STEM based content provided through the video modules, the first 21 000 participates will receive the 2024/25 ONWiE badge to celebrate their dedication to furthering their STEM learning.

Four ways Mac Eng is igniting interest in STEM for girls

1. Go Eng Girl

A free, annual event designed to inspire girls and non-binary youth in Grades 7 to 10 to explore the field of engineering. Through engaging hands-on activities and exhibits, participants will have the opportunity to delve into the world of engineering while interacting with women undergraduate students, professional engineers and professors, who will share their inspiring stories of passion and success. Stay tuned for registration information in the upcoming months.

2. Girl Guide Workshops

Available for Sparks, Embers, Guides, Pathfinders and Rangers, these free video modules were created in Fall 2023 to bring exciting STEM-based content to girls and young women. Guide units are sent a badge (pictured) for each participating member to celebrate their dedication to furthering their STEM learning.

3. Go Code Girl

This free, in-person event is designed to create a supportive, collaborative, and fun environment for students to connect with each other and discover the excitement of engineering. Participants will dive into the world of coding through sound. They’ll first learn how to create their own sound visualizer in Processing before creating their own personal speaker while learning about the fundamentals of electromagnetism and sound. Participants will also have an opportunity to chat to current McMaster Engineering students and learn about their experiences.

4. Synergize for STEM

A free, in-person, annual event for girls in Grades 6 to 8 and 9 to 11 that fosters a supportive, collaborative and enjoyable atmosphere for students to explore the wonders of engineering. Participants delve into hands-on STEM workshops and fireside chats with McMaster Engineering mentors, all complemented by campfire snacks! The STEM Workshop integrates a design challenge and circuit project focusing on water conservation, directly linked to the United Nations’ Sustainable Development Goal #6. Stay tuned for information about an upcoming Synergize for STEM event.

Learn more about McMaster Engineering’s Community Outreach work and stay tuned for the newly developed Go Phys Girl program.

 Women in Engineering 2025: Five key takeaways from a future engineer 

The strongest messages of the night emphasized the importance of peer support, mentorship programs and professional development opportunities at all stages of one’s career journey. As highlighted at the beginning of the event by Stephanie Harper – the Associate Director for the Centre for Career Growth and Experience – career empowerment isn’t just about securing jobs; it’s about creating a future where students and professionals alike feel connected, respected and equipped to navigate their unique journeys. 

The impact of representation cannot be overstated.  Selina Hiebert, a Mission Operations Engineer at MDA Space and a distinguished panellist at the event, shared that 40% of the women who graduate with a degree in STEM do not actually end up working in STEM or STEM related fields. This underscores the urgency of fostering inclusivity and ensuring that everyone, regardless of their gender, race or sexuality, feel heard. The presence of women and individuals from other marginalized groups in leadership roles changes this dynamic. 

The women in engineering industry networking night were a reminder that while progress has been made, the work is far from over. Each of us has a role to play in shaping the future of engineering, whether through mentorship, advocacy or simply showing up and taking our seat at the table. 

DeGroote School of Business

DeGroote Women in Business is an undergraduate student association whose vision is to engage, motivate, and empower female business students through mentorship, awareness, and exposure to different industries and companies through various events.

DeGroote Finance and Investment Council (DFIC) – launched a female mentoring program within their student-led club, called the Women’s Mentorship Program (WMP). The WMP offers 12 spots specifically for female students to help get them into finance.

Faculty of Science

Science student’s podcast delves into women’s health

Her podcast, Well-being Made Simple, helps women make informed decisions about their nutrition, gut health and hormonal imbalances. “The overarching mission is to empower women and help them make conscious decisions that positively influence their health and well-being.

Women’s Talking Circle creates a space for conversations and connections

Topics at the PNB Women’s Talking Circle have included feminine health, mental health supports for graduate students, gender bias in reference writing, mansplaining in meetings and conflicting expectations for men and women attending conferences: Women are told how to dress — dress up but not too much, with just the right amount of makeup — but there are men who show up in T-shirts, shorts and flip-flops.

Mentorship and Mentoring Schemes for Women

Women in Leadership Living and Learning Community, offered by McMaster’s Housing and Conference Services, provides opportunities such as an international service-learning trip, a formalized mentorship program, fireside chats with faculty members, and leadership development events.

DeGroote Women in Business is an undergraduate association whose vision is to engage, motivate, and empower female business students through mentorship, awareness, and exposure to different industries and companies through various events.

To ensure new and returning students feel empowered, respected and connected throughout their academic journey, Mac Eng supports a Women in Engineering (WIE) Society, which offers peer-to-peer support through the Faculty’s longest running mentorship program, significant community outreach and both social and professional development workshops.

MentorMatch is a six-month mentorship program that connects third-year Bachelor of Health Sciences Program students with McMaster alumni and community partners. Mentors come from a variety of medical and health fields and are matched with students striving towards similar career goals.

McMaster University now houses the Indigenous Mentorship Network of Ontario which connects Indigenous students with cultural mentorship, career guidance, and community networking opportunities.

The all-female Wallingford Hall residence encourages women’s leadership development by pairing current residents with Wallingford alumni in a structured six-month mentorship program.

The Office of the AVP & CTO is proud to launch ‘McMaster Women in Tech’ — a project that highlights and recognizes women tech changemakers within the McMaster community. The goal of this project is to inspire colleagues and students by providing a platform for women, with diverse experiences and perspectives, to share their stories.

The MSU Women & Gender Equity Network (WGEN) is a peer support driven service that caters to women, trans folk, people who identify outside the gender binary, gender non-conforming folk and all survivors of sexual and gender-based violence from all gender identities. Through research and advocacy, WGEN aims to share information relevant to the intersectional, anti-racist work we do on campus. We work to share information in a way that is both accessible and practical through educational campaigns. To complement this work, we host a variety of events throughout the year which complement our publications. WGEN offers different types of support to our users, which includes:

• Walk-in Support: Available during our office hours which is facilitated by our safe(r) space volunteers, typically in the backspace of MUSC 204.
• Support Groups: Closed groups offered at set times during the school year for a particular group of people that share a common experience.
• Individual Support: Bookings involve scheduling a time to have a private peer support session with one of our executives in MUSC 204.

We asked women across campus to reflect on leadership and inclusive excellence. ‘It’s time we start thinking about the value in difference’.  

The Women in Leadership community connects students who are passionate about leadership, identity, and success. Students in this community will discuss and examine their experiences, achievements and positions as women in higher education and society. Students will benefit from exclusive opportunities to connect with successful women leaders working across a variety of fields. 

Through experiences, connections, and opportunities to lead, you can expect personal and professional development, and a network of friends and mentors to carry you throughout your time at McMaster and beyond.
Students who are a part of the Women in Leadership Living Learning Community will have the opportunity to: 

• Connect with female-identified leaders in the McMaster and Hamilton communities 
• Explore what being a leader means 
• Learn strategies to build essential career skills 

Events for this community include panel discussions with women leaders within the McMaster community, themed social gatherings and workshops, guest speakers, volunteer opportunities, and other events and activities planned by students and staff within the Women in Leadership community. 

Residents have access to mentors who can provide academic, career and personal guidance and support. Women in Leadership mentors are recent graduates of McMaster who have lived in or have a connection to Wallingford Hall. Mentors are matched with Mentees based on shared interests, career paths and/or faculty. Mentees and Mentors take part in regular meetings and attend social events throughout the academic year. 

The Women in Engineering Society mentorship program is open to all women-identifying students in the faculty of engineering. After the annual introduction event in September, every interested first year is paired with an upper-year student. The role of the mentor is to guide their mentee through the first year of university life, helping them foster their love for engineering. 

Awards, Scholarships and Bursaries

Scholarships and bursaries are available based on a wide range of criteria to encourage women to study in a variety of areas and to envision multiple career paths. These scholarships include:

• Adella Margaret Bragg Scholarship: An undergraduate scholarship for Indigenous females from Six Nations Grand River Territory
• Heather L. Main Memorial Scholarship: Encourages women to enter the Canadian capital markets
• Women Engineering Scholarships: Four awards, each valued up to $3,000, to female graduate students to enhance their professional development through conferences and workshops on the issues of gender equity and equality
• Gender Equity in Engineering Travel Award
• Bank of Canada Master’s Scholarship Award for Women in Economics and Finance
• The Zonta Women’s Club of Hamilton Scholarship and Kathryn Ann Williamson Bursary: MBA in-course financial aid
• EMBA Women in Leadership Scholarship for community leadership in business
• EER Reeves Scholarships: Helps female students in English and History with travel costs associated with doctoral research.
• General Motors Entrance Scholarship: Variable number awarded to female students in Engineering.
• Yves and Cynthia Bled Canadian Future Achievers Award for Women in Engineering
• Daughters for Life Foundation: Provides young female scholars from the Middle East, including Israel, funding to pursue their Higher Education in Canada
• A $5,000 financial award and a paid co-op opportunity were offered to women studying engineering through the Hydro One Women in Engineering Award.

Parental (Maternity and Paternity (Non-gestational Parent)) Leave Policy

All employees at McMaster University have access to maternity and paternity leaves, as detailed in collective bargaining agreements:  

27.06 Pregnancy and Parental Leaves and Eligibility All Employees are entitled to pregnancy and parental leaves in accordance with the Ontario Employment Standards Act. 

Most recently approved in 2022, McMaster’s Pregnancy and Parental Leaves Policy for Faculty and MUFA Librarians defines a parent as: 

• a birth parent 

• an adoptive parent (whether or not the adoption has been legally finalized) 

• a person who is in a relationship of some permanence with a parent of the child. 

These terms provide flexibility to describe a parent-child relationship and are inclusive of and not limited to the definitions of maternity, paternity (non-gestational parent), and adoptive parenthood. 

FINANCIAL AND OTHER BENEFITS FINANCIAL BENEFITS (page 4) 

20. A Faculty Member who takes a pregnancy or parental leave pursuant to this Policy is entitled to the financial benefits set out below.

Pregnancy Leave  

21. For each week of pregnancy leave up to the 17th week, inclusive, the University will pay 95% of regular salary less the maximum amount of weekly pay any employee is eligible to receive in accordance with the EIA (the “EI Max”), regardless of whether or not such amount is actually received by the Faculty Member.
22. If the Faculty Member provides proof that their EIA entitlement is less than the EI Max, their weekly payment from the University will be 95% of regular salary less the amount of their EIA entitlement.

Parental Leave  

23. For each week of parental leave up to the 19th week, inclusive, the University will pay 95% of regular salary less the maximum amount of weekly pay any employee is eligible to receive in accordance with standard parental benefits provisions of the EIA (the “EI Max”), regardless of whether or not such amount is actually received by the Faculty Member.
24. If the Faculty Member provides proof that their EIA entitlement is less than the EI Max, their weekly payment from the University will be 95% of regular salary less the amount of their EIA entitlement.

Pregnancy and Parental Leave Combined  

25. The total period of eligibility for financial benefits through a combination of pregnancy leave and parental leave is 36 weeks (17 + 19).