“The relationships you build with peers are essential”
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“Foster. Lead. Promote.” is the new name of the FLP program, previously known as “Fix the Leaky Pipeline”. Since 2007, this shared initiative across the ETH Domain institutions has provided hundreds of female junior researchers with skills, coaching, and networking opportunities. Angela Steinauer participated in the program between 2019 and 2021 as a postdoc at ETH Zurich. She then joined EPFL in 2022 as a tenure track assistant professor in chemistry, heading the Laboratory of Biomolecular Engineering and Nanomedicine in the School of Basic Sciences.
“When there’s a critical mass of women, it doesn’t feel like you’re at a disadvantage. But once you’re in the minority—and especially after having children—it becomes obvious that women face additional challenges,” Steinauer says.
She speaks from experience. When she was an undergraduate student at the University of Zurich, more than half her classmates were women. At the time, she chose chemistry with the idea of becoming a high school teacher, because it seemed like an exciting subject to teach. By the time she arrived at EPFL, just a decade after graduating, she had become a mother, navigating the demanding path to tenure without nearby family support.
When I came back to Switzerland, I realized how patriarchal our society still is.
Her PhD years at Yale, between 2012 and 2018, were equally eye-opening: “In the US, there’s a stronger tradition of self-organized minority groups, which makes people more aware of diverse perspectives. When I came back to Switzerland, I realized how patriarchal our society still is, and I felt an even stronger need to connect with like-minded people. That’s also why the FLP program was so valuable.”
Coaching and networking
Through this program, Steinauer attended coaching sessions by a senior faculty developer and former researcher in academia – someone she continued to consult even afterward. “She was such an enormous help, with so much experience in the academic world, she provided invaluable guidance.”
The coaching group turned out to be a key resource too: “We brought our challenges or open questions to the group and then discussed them together. It was enlightening to hear different perspectives, not just the coach’s. Of course, she had a lot of great feedback, but we also realized that we can organize and support each other.”
As the scientist emphasizes, relationships are essential in the early stages of an academic career. “Obviously, recommendation letters are important, but so are the relationships you build with peers because they’re going to be there with you later, maybe at the same university but in different programs or labs.”
And this networking remains vivid today: “For example, if I get an application from a PhD student coming from a place I’m not familiar with, I can reach out to other participants and ask for their insights.”
Skill development
The program’s courses in leadership and emotional intelligence were also very useful, Steinauer says. One she followed focused on recognizing personal needs while also being mindful of other’s needs. “That is crucial when mentoring students. What do I need? What do they need? Where can we meet in the middle, and what do we expect from each other? Leading a group isn’t easy. The FLP program’s courses gave me a strong foundation.”
Leading a group isn’t easy. The FLP program’s courses gave me a strong foundation.
Coming to the question of leadership, the FLP program was instrumental in helping the future young professor prepare for new responsibilities: “It was incredibly helpful to think about how to start your own group, set expectations, establish a lab framework, draft a lab policy document, and define how we want to treat each other—among many other things,” Steinauer remembers.
This preparation proved essential for the next steps. “As you advance in academia, you start getting more pushback—especially if you’re a woman, because we’re often socialized to be accommodating and nurturing. When we assert ourselves, we’re often perceived as aggressive, while men doing the same thing are seen as strong leaders. It can be hard to find the right balance and feel comfortable in this new role. Talking about these issues with others in the FLP program gave me really invaluable perspectives and support.”
As you advance in academia, you start getting more pushback—especially if you’re a woman.
Combating impostor syndrome
In this respect, the Foster. Lead. Promote. program also supported her in combating impostor syndrome. “That was one of the main topics we discussed, and I believe most people experience it to some degree, not only women. What really helped me was talking openly about these feelings and realizing even senior colleagues have them. I’ve also found it useful to keep track of my accomplishments as concrete proof of my progress, and to practice self-compassion by treating myself the way I’d treat a friend. It’s not something that just goes away—it takes a lot of time and self-reflection.”
So, what is her advice to younger female researchers? “I’ve learned that doors open. Look closely, when you see an opportunity, seize it! Apply for that fellowship, submit your grant proposal, or consider doing a PhD abroad! That’s how we grow. And make sure you’re getting enough sleep—put your phone down and rest when you need to.”
For more information on the FLP program aimed at female PhD students and postdocs, including testimonials from women professors in Academia and women in Industry, join the FLP networking event that will take place in Bern on Monday, February 10, 2025. Sign up by February 6.
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