Vice Presidency for Gender Equality and Anti-Discrimination


Since the creation in 2012 of a mission dedicated to gender equality and the fight against all forms of discrimination, transformed in 2016 into a delegated vice-presidency and then in 2020 into a functional vice-presidency, AMU has developed and strengthened an ambitious action plan to promote equality, inclusion and diversity. Appointed Vice-President for Equality between Women and Men and the Fight against Discrimination (EFHLD) on 14 January 2020, Isabelle Régner succeeds Nolwenn Lécuyer.

1. Missions of the Vice-Presidency

  • Propose a medium-term strategy aimed at an integrated policy in favour of equality, inclusion and diversity, with actions of 1) awareness-raising, information and training, targeted at different groups (students, staff), 2) promotion of a culture of gender equality, and 3) awareness-raising and communication in favour of the fight against all forms of discrimination.
  • Propose measures to lead to equal treatment and opportunities for women and men, on all aspects of their careers for staff, and on the gender-balanced composition of all courses of study for students.
  • Monitoring the mechanisms in place for equal opportunities and the fight against discrimination.
  • Propose indicators for monitoring the actions undertaken.
  • Representing the University in the various national networks related to higher education.

In order to work in cohesion with and for all AMU members, the Vice-Presidency works with a Steering Committee (CoPil EFHLD) made up of staff and students, both committed and voluntary, as well as experts (academics, institutions and associations). The CoPil contributes to the elaboration and deployment of the different action plans within the AMU Services and Components.

A reference group has just been set up to work specifically on the issue of equal treatment and opportunities between women and men (staff and students). The aim is to identify the specific problems in each sector, so that an appropriate action plan can be developed.

2. Devices and actions

2.1 Warning, assistance and support systems

  • Mechanism to fight against harassment, sexual, sexist and homophobic violence. Students and AMU staff who are victims or witnesses of harassment or violence of a sexual, sexist, and/or homophobic nature within AMU are encouraged to take advantage of this mechanism. The system is based on a reference person whose mission is to take charge, anonymously, of the first levels of action dictated by the legal and regulatory framework.
  • Mechanism to combat racism and anti-Semitism AMU students and staff, victims or witnesses of racist or anti-Semitic acts within AMU and/or involving AMU staff or students, are encouraged to take advantage of this system. The system is based on a referral person whose mission is to take charge, anonymously, of the first levels of action dictated by the legal and regulatory framework.
  • Device for the use of first name and civility at AMU In order to improve their reception and facilitate their access to university services (library, services and catering, in particular), AMU undertakes to recognize the right of trans and intersex students whose procedures with the TGI have not been completed to request that their first name and civil status be included in the institution's internal documents.

2.2- Awareness-raising, information and training actions

Each year AMU organises 20 to 30 events (exhibitions, conferences, film-debates, shows, competitions) according to a calendar that coincides with various national or international days (LGBTI Commitment Day, Violence against Women, Women and Science, Women's Rights, Education against Racism and Antisemitism, etc) and a systematic relaying of national campaigns (DILCRAH, Secretariat of State, Violence, Sexism, etc). Several training courses are offered to staff and/or students, such as for example :

  • Training in the fight against discrimination by the Camp des Milles Foundation (Citizen Labeling within the framework of the EFHLD Commitment Bonus).
  • Workshops led by the association Wendo Provence aimed at preventing and better equipping women against physical and verbal violence.
  • Inclusion in the AMU training plan of legal and psychological training staff in the fight against sexual harassment and homophobia.

2.3- New actions based on research results

Action plans to promote equality and diversity in higher education have multiplied over the past several years and have led to a number of advances. However, inequalities remain within the staff in terms of recruitment, promotion, access to the most prestigious positions, representation in the scientific disciplines known as STIM (Science, Technology, Computer Science, and Mathematics), but also within students in terms of access to certain Masters, Doctorate, and STIM courses from the bachelor's level. The EFHLD Vice-presidency of AMU proposes to turn to the results of scientific research which show that these inequalities are largely linked to implicit stereotypes and biases which are powerful automatisms, acquired over time, and present in most individuals, women and men. [1-2].

Research has helped us understand how these stereotypes can negatively influence students' performance and career choices. [3-4]On the one hand, the aim is to improve the quality of the evaluation process and, on the other hand, to generate subtle processes of discrimination by impacting the decisions of evaluators at the time of recruitment and promotion. [5]. This research also informs us about the actions to be implemented and the conditions for their effectiveness. While awareness and communication campaigns, charters of commitment and quotas are necessary actions, they are not sufficient to bring about in-depth change. The data [5-8] tell us that it is also necessary to offer training courses that make it possible to 1) raise awareness of the existence of these stereotypical biases, 2) explain how these biases work (often automatically because they are well anchored in long-term memory) and what the consequences are, and 3) propose strategies to better control these biases and thus reduce their impact.

The new modalities of action proposed by the EFHLD Vice-Presidency, whose implementation will begin in 2020, are therefore based on the results of this research, and are or will be adapted to the Selection Committees, research laboratories, and more generally to all staff in charge of evaluating promotion and recruitment files. These actions will be subject to evaluation to assess their effectiveness.


1-Greenwald AG, McGhee DE, Schwarz JLK. (1998). Measuring individual differences in implicit cognition: the implicit association test. J. Pers. Soc. Psychol. 74, 1464-1480. doi: 10.1037//0022-3514.74.6.146
2-Nosek, B. A. et al. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. Proc. Natl Acad. Sci. 106, 10593-10597. doi: 10.1073/pnas.0809921106
3-Régner I, Smeding A, Gimmig D, Thinus-Blanc C, Monteil J.M., Huguet P. (2010). Individual differences in working memory moderate stereotype-threat effects. Psychol. Sci. 21, 1646-1648. doi:10.1177/0956797610386619
4-Schmader T, Johns M, Forbes C. (2008). An integrated process model of stereotype threat effects on performance. Psychol. Rev. 115, 336-356. doi: 10.1037/0033-295X.115.2.336
5-Régner I, Thinus-Blanc C, Netter A, Schmader T, Huguet P. (2019 ). Committees with implicit biases promote fewer women when they do not believe gender bias exists. Nat Hum Behav. 3(11):1171-1179. doi: 10.1038/s41562-019-0686-3
6-Devine PG, Forscher PS, Cox WTL, Kaatz A, Sheridan J, Carnes M. (2017). A Gender Bias Habit-Breaking Intervention Led to Increased Hiring of Female Faculty in STEMM Departments. J Exp Soc Psychol. 73:211-215. doi: 10.1016/j.jesp.2017.07.002
7-Moss-Racusin CA, Pietri ES, Hennes EP, Dovidio JF, Brescoll VL, Roussos G, Handelsman J. (2018). Reducing STEM gender bias with VIDS (video interventions for diversity in STEM). J Exp Psychol Appl. 24(2):236-260. doi: 10.1037/xap0000144
8-Stewart A, Valian V. (2018). An Inclusive Academy: Achieving Diversity and Excellence. MIT Press.




Contact information

Vice-President for Gender Equality and Anti-Discrimination
INSPE - 2 Avenue Jules Isaac (Suite A016)
13626 Aix-en-Provence Cedex 01

Tel : +33(0)4 13 55 32 34

Isabelle Régner
Tel : 04 13 55 09 93

Project Manager
Christelle Labbay
Tel: 04 13 55 32 34

gender equality