STEM AND EDUCATION: RESEARCH INTO GENDER-RELATED GAPS

Poverty, geographical isolation, minority status, disability, early marriage and early pregnancy, gender-based violence and traditional attitudes regarding women’s status and roles are just some of the many barriers preventing women and girls from fully exercising their right to access education, complete their studies and reap the benefits of education. Women and girls are particularly under-represented in science, technology, engineering and mathematics (STEM) subjects and, consequently, in STEM careers. It is true that more girls are in education than ever before, but they do not always have the same opportunities as boys to complete their studies and reap the benefits of the education of their choice. Girls and women face stereotypes, social norms and expectations that affect the quality of their education, their academic progression and their career development in STEM. Despite women making up almost half the world’s population, they are under-represented in these scientific fields (STEM). The figures speak for themselves: 3 % of graduates in information and communication technologies, and 17 Nobel Prizes in physics, chemistry or medicine (out of 572 awarded to men). These gender inequalities are evident in school and vocational education, in higher education, in careers, and in research. Furthermore, recent studies show that gender disparities in science exist in both more developed and less developed countries. According to UNESCO’s flagship report, only 35 % of girls worldwide are studying STEM subjects at higher education level, and disparities are observed within each discipline. For example, only 3 % of female students in higher education choose to study information and communication technologies (ICT). This gender disparity is all the more alarming given that STEM careers are often cited as the jobs of the future, driving innovation, social well-being, inclusive growth and sustainable development.