Celebrating curiosity: A conversation with Professor Danielle George, CBE

From a young age, Professor George began to realise that her thoughts were two-fold. The scientist and the engineer.

“When I was a child, I asked ‘why’ a lot – which I think every child does. So, I believe every child is born a scientist because their fundamental question is ‘why’. Then I realised I was asking ‘how’ all the time as well – and, to me, that is the engineer in me.”

This thirst for knowledge and understanding carried her along her journey into engineering – a field she was drawn to, not by familial legacy, but through a shared zeal for discovery with her parents.

A childhood defined by curiosity

Professor George’s innate inquisitiveness, a hallmark of her childhood, was nurtured not in an environment steeped in academia or engineering but in a household that valued discovery and learning. Her parents, though not university-educated or engineers by profession, were instrumental in encouraging her quest for knowledge.

Recounting their response to her questions, rather than telling her “I don’t know,” they’d say, “let’s find out together.” It is this support that underscores the importance that parents play in unlocking a child's potential because by the time a child is five years old, their brain has already reached around 90% of their adult sized brain.

The evolution of curiosity, from understanding the reasons behind phenomena to unravelling the mechanisms that underpin them, charted her course into the engineering field.

Championing diversity and inclusion

Professor George's reflections on her early experiences shed light on the broader issue of inclusivity in engineering.

"It's really important that boys and girls, girls in particular, understand that engineering is for everybody," she asserts whilst pointing out the current gender disparities within the field.

“Women account for 26% of the tech related jobs at the minute, and 16.5% of women are working in engineering. I think the main reason behind it is that perceived image [of an engineer] that still persists. There aren’t enough visible role models for that next generation to look up to. We need to get to the point where boys and girls realise that women in engineering is just normal. Why wouldn’t it be normal that mummy can be an engineer as well? I keep saying it's really important not just for the girls, but for the young boys to understand – it a social norm, it is a professional norm; which it just isn't at the minute.

“Women are underrepresented and there isn’t that diversity in our profession at the minute, and if we don't diversify, whether that’s gender, or colour, or background, you don't have the diversity of thought. And if you don’t have that diversity of thought, you don’t have that creativity and innovation needed to solve these massive global, grand challenges that we're all working on. So, we are losing out as an entire race if we don't become more inclusive.”

It is her commitment to changing these statistics, matched by her understanding of the impact that inclusive engineering teams can have on solving global challenges, and her knowledge that you don’t need to come from an engineering background to succeed – you just need to carry the ‘why’ and ‘how’ in all that you do – that make Professor George a vital role model for women and young girls considering a career in STEM.

Given her encouraging parental background, it is no surprise that Professor George also advocates for embedding engineering principles in primary education, not as an additional burden on teachers, but as a seamless integration into existing curricula which aims to lay the groundwork for a more diverse future in STEM.

Accolades as a platform for change

In January 2024, the honour of a CBE was bestowed upon Professor George, and it is something that she humbly views not only as a personal accolade but also as a platform to further the cause of women in engineering.

"It's important for me that women, young women, and girls, in particular, see that it is normal for women in engineering to be receiving such accolades.”

This recognition she hopes will stand as positive encouragement to more young girls to consider engineering as a viable and rewarding career path, no matter their backgrounds – achievement is possible.

The dual aspect of engineering – hopes and challenges

Professor George's career has not been without its challenges, particularly as a woman in a field traditionally governed by men.

Subconscious bias and gender-based assumptions are the monsters that still lurk in the corners and at times they have tested her resolve, says Professor George as she shares some anecdotes on unconscious biases.

“I was a junior lecturer and I worked with someone more senior, academically. However, in this particular project we were working on, I had more of the technical knowledge. But the person we were working for would always turn to my male colleague to ask the questions, and so I’d answer. Thankfully my colleague would point out that I knew more. But again, they would direct the next question to my male colleague. And it would frustrate me. I’d also be advised on how to dress in certain areas – such as not to wear a skirt in areas where a hard hat is necessary. They were just trying to be helpful, but on top of not being addressed [about technical knowledge], it started to get frustrating … I needed to make a decision. Do I let this fester and eat away at me, or can I think of a different way?”

Deciding to think of a different way, the next time she wasn’t addressed about her technical knowledge, her approach was to engage directly with this person, open up the dialogue, and challenge the stereotypical behaviour.

This stance, taken by someone early in their career, is refreshing and encouraging – and it turned out that the action was completely unconscious. The person wasn’t even aware that he hadn’t been directing questions her way. And from that point on, they worked together as equals.

This is an important lesson to learn, especially when you’re starting out in your career. Know your worth, and question anything that doesn’t feel right. It could be that the person perpetuating the stereotype is, themselves, unaware of it.

A true inspiration

Professor Danielle George's story is more than just one of personal success – it's a call to action for educators, policymakers, and industry leaders to work together to make engineering a field that truly reflects the diversity of the world it aims to serve.

Her journey from a curious child to a celebrated engineer and advocate for diversity is a powerful reminder of the impact that questioning, learning, and challenging the status quo can have, and as we celebrate International Women's Day, let us draw inspiration from Professor George's achievements and dedication to making the engineering world a more inclusive, diverse, and vibrant place to be for generations to come.

Looking ahead, Professor George envisions a future where diversity and inclusion are not just goals to aspire to but are intrinsic to the engineering profession.