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Most people do not apply for jobs based on a job description alone. They look at who is already in the company. They look at leadership, team composition, and how people present themselves. Then they make a quiet decision. Do I see someone like me there, or not?
That moment shapes whether someone applies, engages, or opts out entirely.
This is the difference between diversity as a statement and belonging as a lived experience. You can say you are building an inclusive team, but if candidates cannot see themselves reflected in your organisation, they are far less likely to join.
Belonging starts with visibility. People need signals that they will be understood, valued, and able to succeed in an environment.
Research consistently shows that representation plays a critical role in career decisions. A study by Deloitte found that professionals who feel a strong sense of belonging are significantly more engaged, more likely to stay, and perform better in their roles. At the same time, a lack of representation can create uncertainty about whether someone will fit, be heard, or progress.
This is particularly relevant for women and underrepresented groups. If leadership teams, go to market functions, or product teams look the same, it sends a message, even if unintentional, about who progresses and who does not.
In edtech, this matters even more. You are building products for diverse learners, educators, and institutions. If your internal teams do not reflect that diversity, you risk building solutions in a narrow way.
Belonging does not just affect retention. It affects who enters your pipeline in the first place.
Candidates are making decisions long before you speak to them. They are scanning your website, your LinkedIn presence, your team pages. If they do not see people with similar backgrounds, experiences, or perspectives, they are more likely to self select out.
This creates a cycle. Homogeneous teams attract similar profiles, which reinforces the same hiring patterns over time.
Breaking that cycle requires intentional visibility. Not performative diversity, but real representation across different levels of the organisation.
This is not just about fairness. It is directly linked to performance.
McKinsey’s research has repeatedly shown that companies in the top quartile for gender diversity are significantly more likely to outperform their peers on profitability. Their 2020 report found that these companies were 25 percent more likely to achieve above average financial returns.
Boston Consulting Group found that companies with more diverse management teams reported 19 percent higher innovation revenue. This is particularly relevant in edtech, where innovation is directly tied to product development and user experience.
Deloitte also reports that inclusive teams outperform their peers by up to 80 percent in team based assessments. They are more collaborative, make better decisions, and are better at problem solving.
In a sector like edtech, where growth depends on understanding different users, markets, and learning contexts, this is a clear advantage.
Some organisations are already doing this well.
Companies like Duolingo have built teams that reflect a global user base. Their product, brand, and hiring approach all reinforce inclusivity and accessibility, which attracts a broad range of talent.
Coursera has focused on building diverse leadership and partnerships across global education institutions. This has helped them expand into new markets while maintaining credibility with different audiences.
Khan Academy has long prioritised representation in both its content and its team, ensuring learners from different backgrounds can see themselves reflected in the platform.
These organisations are not perfect, but they understand that representation is not just internal. It shapes how the company is perceived externally and who chooses to engage with it.
Many edtech companies are still heavily weighted towards technical profiles, particularly in early and growth stages. While this is expected, it often leads to underrepresentation of professionals with teaching, pedagogy, or broader education experience.
This creates a disconnect. Products are built for educators and learners, but the teams building them may not fully reflect those users.
At the same time, hiring processes often rely on networks and referrals. While efficient, this can limit diversity if those networks are not already broad.
Without intentional effort, companies end up hiring people who look, think, and work in similar ways. This limits both innovation and reach.
Belonging is not created through a single hire. It is built through consistent actions.
It starts with representation across levels, not just junior roles. Candidates look at leadership. They want to see progression, not just entry points.
It also requires visibility. Showcasing real people, their backgrounds, and their journeys helps candidates understand what is possible within your organisation.
Hiring processes need to be structured and transparent. Clear criteria, diverse interview panels, and consistent evaluation reduce bias and create a fairer experience.
Finally, it requires integrating different perspectives into how teams operate. Diverse hiring without inclusive practices leads to churn, not growth.
This is where RecruitHer focuses its work.
Edtech does not just need more talent. It needs the right mix of talent. People who understand education, pedagogy, and users, alongside those driving commercial growth.
RecruitHer helps organisations access and position diverse talent that might otherwise be overlooked. The focus is on bringing in professionals who not only add skill, but also perspective.
Because building strong edtech companies is not just about hiring faster. It is about building teams that reflect the world they are serving.
And that starts with making sure people can see themselves in your organisation.
McKinsey & Company (2020). Diversity Wins: How Inclusion Matters
Boston Consulting Group (2018). How Diverse Leadership Teams Boost Innovation
Deloitte (2017). The Diversity and Inclusion Revolution
Mancuso Tradenta, J., Neelim, A., & Vecci, J. (2025). Gender differences in self promotion. Experimental Economics
