Every year on 11 February, the world celebrates the International Day of Women and Girls in Science, a reminder of the persistent gender gap in fields like physics, engineering, and computer science. Despite decades of progress, women remain significantly underrepresented in these “hard” sciences. Why? Is it a lack of self-confidence, insufficient guidance in high school, or are we simply waiting for more women to follow their passion? Let’s see some possible reasons.
The Numbers Don’t Lie
Recent statistics paint a stark picture: as of 2025, women make up only about 27% of the core STEM (Science, Technology, Engineering, Mathematics) workforce globally, with even lower representation in engineering (14%) and computer science (25%) . The “leaky pipeline” phenomenon—where women drop out at successive stages—is well-documented, with retention and leadership roles remaining major hurdles.
Barrier 1: The Self-Confidence Gap – Research consistently shows that girls and women often underestimate their abilities in math and science, even when their performance matches or exceeds that of their male peers. This “confidence gap” is shaped early: by age six, girls are less likely to associate brilliance with their own gender, and by high school, many avoid advanced STEM courses due to self-doubt . Teachers and parents, often unconsciously, reinforce these biases, girls are graded harder, receive less encouragement, and are steered toward “softer” subjects .
Barrier 2: High School Orientation and Stereotypes – The school environment plays a critical role. STEM fields are still perceived as “male domains,” and girls who lack female role models or face classroom climates that don’t value their contributions are more likely to opt out . Extracurricular programs, mentorship, and exposure to STEM careers can bridge this gap, but too few girls have access to these opportunities .
Barrier 3: Societal and Cultural Norms – Beyond the classroom, cultural stereotypes label hard sciences as “rigorous” and “masculine,” while fields with higher female participation are often dismissed as “soft” or less prestigious . This devaluation discourages women from entering or persisting in STEM, especially in environments where they feel like outsiders .
Vocation vs. Systemic Change – While passion and personal interest are vital, relying solely on “vocation” ignores systemic barriers. Women who do pursue STEM often face workplace cultures that undermine their confidence, offer fewer advancement opportunities, and pay them less than their male counterparts . Addressing these issues requires more than just encouraging girls to “follow their dreams”. It demands structural change in education, policy, and workplace culture.
Tips to Have More Women and Girls in STEM
- For Educators: Advocate for inclusive STEM curricula, mentor girls, and challenge stereotypes in your classroom.
- For Parents: Encourage your daughters’ curiosity in science and math, and expose them to female role models in STEM.
- For Policymakers: Fund programs that support girls in STEM, from high school to higher education, and enforce pay equity and anti-discrimination laws.
- For Everyone: Share stories of women in science, celebrate their achievements, and call out bias when you see it.
I would like to conclude with an anecdote.
A friend of mine, an accomplished engineer and independent business owner, often answers her own phone. More than once, callers have asked to speak to “the engineer,” only to be met with her reply: “I am the engineer.” The surprise—and sometimes disbelief—on the other end of the line speaks volumes. Even in 2026, the assumption that a woman’s voice belongs to a secretary, not the expert, lingers.
This story isn’t just about one engineer’s experience; it’s a symptom of the deep-seated stereotypes that still shape perceptions of women in STEM. When society defaults to associating technical expertise with men, it’s no wonder girls hesitate to picture themselves in these roles, or that women in the field face constant battles for recognition. Changing this starts with challenging our own biases, celebrating women’s achievements, and ensuring young girls see engineers, scientists, and mathematicians who look like them.
What about you? Do you have this kind of surprise or even disbelief with women and girls in STEM? Share in the comments—I’d love to hear your thoughts and even your story!
Thank you for reading! If you liked my post, you can read more from me on my personal blog crisbiecoach and subscribe, so you don’t miss out on any posts! You can also subscribe to Wise&Shine an incredible online magazine!
This is a sad situation but I’m glad your article brings the topic up. When I was teaching, we recognized even in our elementary school, that we had a problem with the biases you mentioned and the subject was discussed often at meetings and teacher trainings. I don’t know if it got better or not.
Wow, already in elementary schools ! Thank you for sharing your experience, Todd!
The more one addresses the gender bias, the more we realize how extensively it permeates our culture. It’s the subtle area of society that needs to be identified. The more subtle the bias the greater its influence on shaping gender bias.