CHANGING Securing

THE EQUATION
STEM futures
for women
 Published in 2024
Policy Brief for by the United Nations Educational, Scientific and
Cultural Organization (UNESCO)
the G20 Women’s 7 place de Fontenoy, 75352 Paris 07 SP, France
Empowerment
© UNESCO 2024
Working Group ISBN 978-92-3-100704-0

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Policy brief elaborated by the Division for Gender Equality

in cooperation with the Natural Sciences and Education
Sectors. Editorial team led by Begoña Lasagabaster,
Director of Division for Gender Equality, and coordinated
by Danielle Cliche with the support of Melika Medici and
Caroline Bordoni.

Contributions from other UNESCO staff across the

Education, Natural Sciences and Social and Human
Sciences Sectors were decisive for the production of
the Policy brief.

Authors: Tiffany Straza, Gender Scan.

Peer-reviewers: Katerina Ananiadou, Louisa Ben Saïd,

Lora Gailly, Hervé Huot-Marchand, Anna Maria Majlöf,
Una McCarthy-Fakhry, Elspeth McOmish, Ana Persic,
Garance Sarlat, Justine Sass and Mari Yasunaga.

Illustration: © Keith Negley c/o Theispot

Graphic design & cover design: Corinne Hayworth
Printed by UNESCO.
 S H O R T S U M M A R Y

Making STEM possible and worthwhile

for women and girls in G20 countries
Science, technology, engineering and mathematics (STEM) are seen as the
fields of the future, with expanding job opportunities creating the goods,
services and innovations that shape our daily lives.
Yet women and girls form a third or less of the students, employees and
innovators in these fields. When they do work in STEM, women earn 85%
or less of what men are paid, and they are more likely to be the
target of gender-based violence and sexism than women in
other fields. Virtually no progress has been made in the
past two decades. Women hold

22%
Women and girls remain less likely than men and boys
to advance to the next stage of their education or
career in STEM, despite equal capacity. To close the
gender gap, STEM studies and careers must be made of STEM jobs
possible and worthwhile, as a competitive choice for
girls and women. in G20 countries
This policy brief identifies mechanisms to improve
women’s and girls’ aspiration, participation and retention in
STEM fields, from early education through to careers, illustrated
by actions within G20 countries.

“Since wars begin in the minds of men and

women, it is in the minds of men and women
that the defences of peace must be constructed”
Policy Brief for
the G20 Women’s
Empowerment
Working Group
 CHANGING Securing

THE EQUATION
STEM futures
for women
 CONTENTS

KEY MESSAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
INTRODUCTION: Addressing persistent gender inequalities in STEM. . . . . . . . . 10
THE STEM GAP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Why does a gender gap in STEM matter? 12
Why is there a gender gap in STEM? 12

SECTION 1 Building early foundations in STEM . . . . . . . . . . . . . . . . . . 14

1. Recent trends 14
Although fewer girls than boys are out of primary school, a gender gap persists
at the end of secondary school 14
Perceptions, rather than performance, shape career aspirations 16

2. Bridges to girls’ STEM education 18

Gender norms, stereotypes and biases affect girls’ STEM aspirations 18
Keeping girls in school enables them to choose STEM 19
Who is teaching, and how they teach, affects how girls engage 20
Access to STEM resources, equipment and activities boosts engagement 21
Shared experiences broaden perspectives 22

SECTION 2 R emoving barriers for young women

advancing to post-secondary STEM education . . . . . . . . . . . 23
1. Recent trends 23
Fewer women than men choose and complete STEM degrees 23
Within STEM, certain disciplines attract more women 24
Women remain outnumbered among faculty, impacting student experiences 25

2. Catalysts for women studying STEM 26

Policy and institutional approaches can boost women’s entry into STEM courses 26
…but retention to complete their training also matters 27
Women are not immune to negative gendered beliefs and roles 29
Access to resources and to STEM industry networks can bridge the gap to careers 30

4 CHANGING THE EQUATION • Securing STEM futures for women

 SECTION 3 Making work in STEM possible and worthwhile for women . . . . . 32
1. Recent trends 32
Women remain underrepresented in STEM occupations and careers 32
The glass ceiling for women in STEM remains unbroken 34
Women are out-earned by men in STEM fields 34

2. Enablers to strengthen diverse and inclusive STEM workforces 35

Unbiased hiring and equal roles open opportunities for women in STEM 37
Bridging the digital gender divide and investing in inclusive tech and digital sectors 38
Inclusive workplace considerations make STEM possible for women 39
Fair pay and STEM funding need a gender-based rehaul 40
Head counting is not enough 42
Gender-based violence has no place in STEM 42

THE PATH FORWARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

5 CHANGING THE EQUATION • Securing STEM futures for women

 Figures: Recent data and trends in G20 countries

Figure i.1 Framework of factors influencing girls’ and women’s participation, achievement
and progression in STEM 13
Figure 1.1 Out of school girls and boys of primary and secondary school age 15
Figure 1.2 Gender gap in science performance scores above grade 4 17
Figure 1.3 Gender gap in mathematics performance scores above grade 4 17
Figure 2.1 Share of women STEM graduates among women tertiary graduates
and of men STEM graduates among men tertiary graduates 23
Figure 2.2 Share of women graduates among STEM tertiary graduates 24
Figure 2.3 Share of tertiary graduates by field of study and by gender 24
Figure 2.4 Top challenges faced by STEM students, by gender 28
Figure 3.1 Share of women in STEM occupations 32
Figure 3.2 Share of women among technicians and professionals in STEM and in the subset ICTs 33
Figure 3.3 Share of women researchers 33
Figure 3.4 Share of women inventors 33
Figure 3.5 Women’s pay as a share of men’s in STEM occupations 34
Figure 3.6 Top motives for dissatisfaction of STEM workers, by gender 36
Figure 3.7 Top motives for satisfaction of STEM workers, by gender 36
Figure 3.8 Experience of sexism and harassment, by gender 43

6 CHANGING THE EQUATION • Securing STEM futures for women

 Boxes: Initiatives and examples from G20 countries

Box 1.1 Are countries setting and achieving gender targets in education? 15
Box 1.2 Japan tackles unconscious bias deterring girls from pursuing STEM studies 18
Box 1.3 Argentina’s Chicas en Tecnología empowers young women in STEM 18
Box 1.4 Training teachers and developing gender-responsive training materials in STEM in Brazil 19
Box 1.5 Indonesia partners with the private sector to boost girls in tech 19
Box 1.6 Türkiye is building enabling environments for girls in STEM 20
Box 1.7 Australia is funding Indigenous-led STEM support for girls 21
Box 1.8 Two decades of STEM mentoring in Germany illuminates best practices 22
Box 2.1 Limited data suggest greater bias in STEM TVET 25
Box 2.2 Nurturing emerging scholars with an intersectional lens in South Africa 26
Box 2.3 India’s Scholarship Programmes for Women in Engineering and Technology 27
Box 2.4 Insights from the experience of STEM students 28
Box 2.5 African consortium awards provide specific measures to retain women in STEM fields 29
Box 2.6 A charter promoting an inclusive environment for women in STEM in UK, Ireland and Australia 30
Box 2.7 Teamwork strengthens women and girls in STEM in the Republic of Korea 30
Box 2.8 The University of Guadalajara in Mexico includes men in a comprehensive approach 31
Box 3.1 Insights from the experience of STEM professionals 36
Box 3.2 Canada challenges businesses to achieve gender parity 37
Box 3.3 Saudia Arabia invests in empowering women in tech around the world 38
Box 3.4 Connecting women in high-tech fields in Russia 39
Box 3.5 Italy involves women and men to combat inequalities in academia 40
Box 3.6 The USA invests in research and practice to promote equity among STEM faculty 40
Box 3.7 China is guiding support and funding for women in science and technology 41
Box 3.8 Science granting councils in Africa are developing gender policies 41
Box 3.9 Insights from STEM professionals on gender-based violence 43
Box 3.10 France uses private sector partnerships and legislation to combat sexism 44

7 CHANGING THE EQUATION • Securing STEM futures for women

 KEY MESSAGES

● From an early age, women and girls face a reality in STEM: Women’s pay was less than
persistent gender inequalities and systemic 85% of men’s pay in STEM occupations in
barriers in fields related to science, 8 of the 10 G20 countries with data. Among
technology, engineering and mathematics researchers, women are less likely than
(STEM) in G20 countries, particularly in men to obtain grants and receive smaller
advanced stages along the career ladder. amounts when they do. Dismantling systemic
These inequalities exist despite strong inequities is essential to end the observed
performance in STEM by women and girls. attrition along career pathways in STEM.
● No progress has been observed in the ● Retention depends on conditions within
past decade in the proportion of women STEM institutions and workplaces, affected
who study and graduate in STEM subjects. by both procedural and cultural factors. In
Women formed a third or less of STEM particular, women are more likely than men
graduates in most G20 countries in 2022. to interrupt their careers to fulfil caregiver
It is critical to tackle gender inequalities in responsibilities. The evidence underscores
STEM education and career counselling as the importance of targeted interventions
girls are significantly less likely than boys and supportive policies in achieving gender
to aspire to or pursue STEM studies in most equality in STEM education and careers.
countries, even though gender disparities in
● Attracting girls and women to STEM is
performance in science and mathematics are
just the beginning. Understanding what
small and decreasing.
they face – and why they leave – requires
● There are two-fold fewer women in more information. Gender-disaggregated
STEM occupations than in the overall data, comparable across countries, are
workforce, with no significant improvement foundational for decision-making but
in representation over the past two decades remain limited. For instance, less than
in G20 countries. The proportion of women two-thirds of universities track women’s
has diminished among ICT professionals graduation rates and have plans aimed at
and technicians since 2005. Women are closing the gender gap, even though four in
outnumbered in higher education and five universities track gender in application
in career and leadership roles in STEM. rates.
Underrepresentation moves them to the
● The global community would benefit
margins including among the decision-makers
from combatting gender inequalities
shaping STEM today and into the future.
in STEM both to permit the expression of
● Gender bias – not performance – prevents the human right to science and to help us
women from entering and progressing achieve global goals and overcome global
in STEM careers. According to the Gender challenges. The lack of gender equality in
Scan survey (2021), 40% of women studying STEM can impede national development. By
STEM reported they were the target of sexist missing out on half of the world’s potential,
behaviour, and nearly half of women working all of society suffers because its ability to
in STEM reported having experienced sexism address challenges and take advantage of
at work. Fair and equitable pay is not yet innovations is undermined.

8 CHANGING THE EQUATION • Securing STEM futures for women

 t ies in the G 2 0 coun trie
p a r i s
s
ac e di
s f
ld
fie
E M In 8 of 10 countries
ST
in more boys
aspire to
rls

jobs using maths

gi
nd

(TIMSS, 2019)
na
me
Wo

Women account for

Only 1 in 3 35% of STEM
researchers tertiary graduates
is a woman (OECD, UIS, Eurostat, 2023)

(UIS, 2021)

Women hold
22% of
Less than 25% STEM jobs
of inventors listed in (ILOSTAT, 2005, 2015, 2021)

international patents
are women
(WIPO, 2023)

Women in STEM
occupations earn just
85% of men’s pay
(ILOSTAT, 2021)
 INTRODUCTION
Addressing persistent gender inequalities in STEM
UNESCO, the United Nations organization with aspiring and current STEM students and professionals
the mandate for education, sciences, culture and across the G20 countries and thus help to accelerate
communication, implements its Global Priority the achievement of the Sustainable Development
Gender Equality since 2007 by providing solutions Goals. Evidence-based solutions can be designed by
to reduce inequalities in and through education, identifying what attracts or deters girls and women
empowering women in science and technology, within these fields and by recognizing the gender-based
promoting inclusion and combating gender- factors underpinning entry and retention in STEM.
based violence, bridging the digital gender divide
and supporting women’s empowerment in crisis,
emergency and early recovery contexts.
Scope and methodology
Building on the G20 Leaders’ Declaration in New This document presents recent trends, challenges
Delhi in 2023, the G20 Working Group on Women’s and opportunities for integrating and empowering
Empowerment aims to support G20 countries women and girls in the STEM fields, from school to
to tackle gender inequalities, which also boosts the workplace. It covers the G20 countries: Argentina,
progress towards the achievement of Sustainable Australia, Brazil, Canada, China, France, Germany, India,
Development Goal 5 and related goals. This policy Indonesia, Italy, Japan, Mexico, Republic of Korea (ROK),
brief is part of UNESCO’s contribution to the G20 Russia, Saudi Arabia, South Africa, Türkiye, the United
Working Group on Women’s Empowerment. Kingdom of Great Britain and Northern Ireland (UK)
and the United States of America (USA), as well as the
Taking a comprehensive approach addressing the European Union (EU) and the African Union (AU), using
evidence base of trends in science, technology, the sex-disaggregated data publicly available.
engineering and mathematics (STEM) from early
education through to careers, as well as the Quantitative representation and performance metrics
professional and personal experiences of STEM illustrate the participation of girls and women at
students and professionals, this brief summarizes progressive stages throughout STEM education
and careers. This brief was built from a desk review
opportunities for public policy to close the gender
focused on internationally comparable statistics
gap in STEM fields in G20 countries and beyond.
from UNESCO, International Labour Organization
The pathways of girls and women in STEM fields in (ILO), Organisation for Economic Co-operation and
G20 countries demonstrate that almost no advance Development (OECD) and World Intellectual Property
has been achieved in the last two decades. Despite Organization (WIPO), in combination with national
demonstrated capabilities, girls and women are more statistics and data extracted from the scientific
likely to leave STEM and less likely to be represented literature. An up-to-date analysis of the educational
in leadership roles. and professional landscape within STEM concerning
gender (in)equality in the G20 countries is presented
This brief is an invitation to enhance actions for using the most recent data, with comparisons over
gender equality in STEM grounded in robust the past two decades where possible.
evaluation. Examples of innovative policies, measures
and initiatives in G20 countries are shared alongside In addition, firsthand accounts from students
recommendations to make the difference for an and professionals in STEM are used to pinpoint
inclusive and sustainable future. the motivators and barriers that influence their
educational and career trajectories, using information
As part of holistic action across society, the targeted from the Gender Scan Survey.
implementation of national policy tools can create
a more inclusive and equitable environment for all

10 CHANGING THE EQUATION • Securing STEM futures for women

 The survey covers a wide range of factors that
influence gender (in)equality in STEM, such as
discouragement of girls from entering STEM
studies, barriers for women during STEM studies
and for women graduates to pursue STEM careers,
The pathways of girls
harassment and sexism, and the availability of
supportive workplace policies and practices. and women in STEM fields
Additionally, it aims to capture perceptions of how

in G20 countries demonstrate

gender affects university and workplace dynamics to
assess what interventions would be more supported
and thus more effective to tackle specific challenges.
Conducted biennially since 2016, the Gender that almost no advance
Scan Survey is unique in seeking responses from
adolescents through to established professionals,
enabling analysis from school to professional life
has been achieved
and providing a longitudinal view of common
themes and challenges over time. In partnership with in the last two decades.
Global Contact, UNESCO has launched the 2024/25
Gender Scan Survey to collect and analyse data from
students and professionals aiming to identify key
levers for progress towards gender equality in STEM.
The statistical analyses will be available in 2025.
Preliminary responses from 182 students from two
G20 countries and 1,331 professionals from five G20
countries have been collected as of 15 September
2024.1 By broadening the reach of these surveys, new
data could be gathered to inform policies contributing
to a more inclusive and equitable STEM landscape.

Survey for students Survey for professionals

The latest Gender Scan Survey, launched in May 2024 and open through early 2025, can be completed
in English, French, Portuguese or Spanish by students (https://stu2024.genderscan.org/) and professionals
(https://gen2024.genderscan.org/) in STEM fields.

11 CHANGING THE EQUATION • Securing STEM futures for women

 THE STEM GAP

Why does a gender gap Why is there a gender gap

in STEM matter? in STEM?
By missing out on half of the world’s potential, all Multiple and overlapping factors influence girls’ and
of society suffers because our ability to address women’s participation, achievement and progression
challenges and take advantage of innovations is in STEM studies and careers, all of which interact in
undermined. The G20 countries and the international complex ways for girls and women in all their diversity.
community would benefit from combating gender These factors are present from an early age, creating
inequalities to find solutions to common challenges, and perpetuating learned biases. Gender bias, which
accelerate the achievement of global goals and may be unconscious, creates gendered expectations
advance the fulfilment of the human right to share in and gendered interactions that can shape the
scientific advancement and its benefits. motivation, interest and skills development of young
children, students and professionals. Figure i.1 sets
A range of gains are provided by diversity, equity
out a framework of factors at the individual, family,
and inclusion, including in STEM. Such benefits
institutional and societal levels, building on the
include the greater innovation of diverse teams and
framework in the UNESCO report Cracking the Code.4
the creation of an adequate STEM workforce with
resulting economic potential, among others.2 ● Individual level: Differences in cognitive ability
Yet women and girls face persistent gender are more likely to differ among individuals than
inequalities in STEM fields, particularly in advanced between girls and boys, women and men. However,
stages along the career ladder. For instance, women individual beliefs, self-perception and experiences
account for just one quarter of students in information do shape STEM-related learning and participation.
communication and technology (ICT), one in three Self-efficacy affects STEM education outcomes and
researchers and 10% of Nobel Prize awardees in aspirations for STEM careers, as well as performance.
natural sciences since 2011.3 Women hold 22% of Girls and women who assimilate gender stereotypes
STEM occupations in G20 countries (Figure 3.1). have lower levels of self-efficacy and confidence in
their ability than boys and men.

I was discouraged from advancing

● Family and peer level: Gendered parental beliefs
and expectations, parental education and socio-
in my academic career in STEM, due economic status, behaviours by parents, relatives

to low salaries and living standards,

and partners around STEM-related play, learning
and working, as well as peer influences impact girls’
even at the PhD level. The work-life and women’s motivation and sense of belonging
in STEM.
imbalance as a woman also made
it hard to take on part-time jobs.
● School level: Factors within the learning
environment – including teachers’ profile, experience
However, I have joined scientific and gendered beliefs and expectations; curricula,
learning materials and resources including the
groups and learned how to pursue presence of gender stereotypes and bias; teaching
a better career path. strategies and student–teacher interactions;
assessment practices and the overall school
Woman, 33, PhD student in mathematics environment – affect whether or not girls engage in
and statistics in South Africa (Gender Scan 2024) STEM early and women pursue STEM career paths.

12 CHANGING THE EQUATION • Securing STEM futures for women

 ● Workplace level: Factors within the career ● Societal level: Social and cultural norms related
environment, including hiring and advancement to gender equality – as well as gender stereotypes
strategies, parental and caregiver leave, re- in the media – influence girls’ and women’s
integration following family-related career perceptions about their abilities, role in society
interruptions, childcare support, flexibility of and career and life aspirations. Although policy
working arrangements, collegial interactions, interventions can influence or compensate for
presence of robust mechanisms for reporting and societal factors, many policies are gender-blind or
responding to gender-based harassment and gender-neutral, without mandating or supporting
violence, availability of equipment and infrastructure targeted actions or gender-disaggregated
suited to women, gendered remuneration and the monitoring.
overall workplace environment, affect how women
enter and experience the STEM workforce.

Figure i.1

Framework of factors influencing girls’ and women’s participation, achievement and

progression in STEM

SOC I ET Y
Mass and Sex-disaggregated
social media data for policy-making

Legislation Societal and

and policies cultural norms
WO R K
Gender Role
equality policies Caregiver leave models
Flexible work and re-integration Equal pay
Equal pay Hiring strategies Childcare support Gender
legislation equality

Mentorship
SCHOO L Assessment
procedures
Teachers’ Women Teaching and metrics
perceptions teachers quality and
Women
subject expertise Infrastructure
managers Teacher /
and materials
student interactions Teaching
Peer ILY AND PEE suited to

FAM RS strategies women’s

interactions Student / bodies
student interactions Textbooks
Parental beliefs Household assets
and expectations and supports and learning
Manager materials Mechanisms
STEM
interactions against
equipment,
IVIDUALS
IND
Peer Family gender-
materials and
relationships characteristics Industry based
resources
Language and Self- exposure violence
spatial skills efficacy
Psychological
factors Self-perception, Interest, engagement, Assessment
linked to stereotypes and motivation and procedures
assessments STEM identities enjoyment and tools

Source: Adapted from UNESCO (2017)

13 CHANGING THE EQUATION • Securing STEM futures for women

SECTION 1 Building early foundations in STEM

Even before formal schooling begins, pre-primary These patterns should inform effective strategies and
education and the experiences children have policies to encourage and sustain girls’ interest in
through play, socialization and early learning equip STEM ensuring they are equipped with not only the
them to build spatial skills and self-efficacy, creating skills but also the awareness and confidence needed
a foundation for future success in STEM fields.5 to pursue higher education and careers in these fields.
These early experiences help children develop the
Creating an enabling and inclusive STEM environment
cognitive and social skills necessary to succeed in
from an early age necessitates addressing challenges
primary school and beyond. Inclusion in pre-primary
such as gender stereotypes and the availability of
education is crucial to ensuring all children, regardless
resources and infrastructure, promoting gender-
of gender, have equal opportunities to explore and
transformative teaching, content and learning
develop an interest in STEM fields.
opportunities, embedding real-world relevance, while
At the primary and secondary school levels, addressing leveraging opportunities like visible role models,
gender disparities in STEM education is crucial for mentorship and extracurricular programmes.
fostering a diverse and inclusive talent pool. Trends in
girls’ performance, participation and advice received in
STEM during these formative years reveal insights into
the barriers and opportunities they face.

1. Recent trends
Although fewer girls than boys are out of primary school,
a gender gap persists at the end of secondary school
Over the past 20 years, gender disparities in
enrolment have been in decline for both primary and
secondary levels. The majority of G20 countries
show gender balance or fewer girls among those
out of school. The exceptions are Indonesia and
several countries of the African Union (Figure 1.1). In
absolute numbers, sub-Saharan Africa is the world
region where there are more girls of primary and
secondary school age who are out of school than
boys – and the out-of-school population is growing.6
Globally, 122 million girls (and 128 million boys) of
primary and secondary school age are still out of
school and getting every girl into primary school
will not happen until 2050 at the present rate.6
These children are thus deprived of the opportunity to
access basic training, and their chances of joining the
STEM sectors are significantly reduced or non-existent.

14 CHANGING THE EQUATION • Securing STEM futures for women

 Figure 1.1
Out of school girls and boys of primary and secondary school age
Million 26.031 M

23.282 M Out of school girls

Out of school boys
3.0

2.5

2.0

1.5

1.0

0.5

0
do ia
sia

ico

il

sia

Ca y
da

iA y
a

K
ce

Ar alia

n
AU

Au U
Ge UK

ud Ital
ri c
az

bi
an

in
iy

pa
RO
US
d

E
an
ne

na
s
ex

rk

nt
ra
In

Br

r
Af

rm
Ru

Ja
st
Fr
Tü

ge
M

h
ut
In

So

Sa

Source: UNESCO Institute for Statistics, 2024. Data for 2022 or most recent year7

Box 1.1

Are countries setting and achieving gender targets

in education?
Considering global progress towards Sustainable Development Goal 4
(SDG 4) on inclusive education and lifelong learning, while 70% of
countries have submitted a national target for improving their overall
completion rate for upper secondary completion, only 36% have
submitted a national target for addressing the gender gap in upper
secondary completion. This is the lowest submission rate of all SDG 4
benchmark indicators.8
In total, nine of the G20 countries (40%) have set national benchmarks
for reducing the gender gap in upper secondary completion. A 2024
assessment revealed slow or no progress in six G20 countries and a lack
of data for two countries.8

15 CHANGING THE EQUATION • Securing STEM futures for women

 Perceptions, rather than performance, shape career aspirations
Adequate training and performance in science and would like to pursue a job that involves mathematics.
mathematics in primary and secondary education is The only exceptions were South Africa and Türkiye,
foundational for future STEM pursuits. By the start where there were no significant gender differences.9
of secondary school, the science and mathematics
achievement of boys and girls are similar in many For both girls and boys, high confidence in
G20 countries, with girls outperforming boys in mathematics or science skills is associated with a
mathematics and science in some countries (Figures higher likelihood to want to pursue studies and/or
1.2 and 1.3). However, boys are over-represented to enter a job in mathematics or science. Boys are
among the top performers in mathematics.9 more confident in mathematics than girls at the start
of secondary school.9 This gender difference was less
Although girls often perform on par with or better pronounced in science.
than boys in science in primary and secondary
school, girls are less likely to express a desire to Lower confidence and aspirations could lead to
pursue STEM further, an inclination backed up by fewer well-performing girls entering STEM tertiary
later choices (see Sections 2 and 3). For example, in education fields and jobs. This suggests that
eight of the ten G20 countries assessed in the Trends addressing the confidence of girls in science and
in Mathematics and Science Study (TIMSS 2019), boys mathematics should continue to be a priority for
responded significantly more often than girls that they policy-makers.10

The main reasons people provided to

discourage me from going into STEM
areas were that the time dedicated to
continuing research would potentially
affect my future life choices
such as marriage and having children
and the low pay scale even after
investing a lot of time in studying.
Woman, 27, PhD student in biology in India (Gender Scan 2024)

16 CHANGING THE EQUATION • Securing STEM futures for women

 Figure 1.2
Gender gap in science performance scores above grade 4
20 19
15 Girls perform better 2019/2022
15 2003/2006
12

10
5
4 3
5
5 1
1
0 -1
0 -2

-2 -5
-5
-8
-6 -7 -7
-10

-15 -14
Boys perform better
-20

a
ce

ico
A
ut bia

do a

Ge ia

Ca y
da

lia
Au n

ly
a

Ar a z i l

UK
EU
AU

in
ri c

an
iy

US
si

pa
RO

ss

Ita
an

ra
na

ex
rk

nt
a

ne
Af

rm
Ru

Br
Ja
Ar

Fr

st

M
Tü

ge
h
i
ud

In
So
Sa

Sources: PISA 2006 and 2022 and TIMSS 2003 and 2019 (accessed July 2024)11

Figure 1.3
Gender gap in mathematics performance scores above grade 4
20
Girls perform better 2019/2022
15 2003/2006

10
7 6
5

0 -2 -3
-5 -5 -6
-5 -6
-8
-9
-10 -11 -11 -11
-12
-10 -14
-12
-15 -13
Boys perform better
-20
-21
o
do ca

A
ia

sia

ce

lia
a

UK
da
y
EU
K

il
AU

ic
bi

in
iy

an

US
pa
RO

az
Sa n e s

ly
ri

an

ra
s

na
ex
rk
ra

nt
Af

Ru

Ita
Ja

rm
Br

st
Fr
Tü
iA

Ca
M
ge

Au
h

Ge
ut

ud

Ar
In
So

Source: PISA 2006 and 2022, TIMSS 2003 and 2019, and PASEC 2019 (accessed July 2024)12

17 CHANGING THE EQUATION • Securing STEM futures for women

 2. Bridges to girls’ STEM education
Gender norms, stereotypes and biases affect girls’ STEM aspirations
From an early age, girls are often exposed to societal Box 1.3
messages that suggest STEM subjects are more suited
to boys, which undermine their pursuit of higher Argentina’s Chicas en Tecnología
education and careers in these fields. empowers young women in STEM
Girls’ confidence in mathematics and science is Chicas en Tecnología (CET) is an Argentinian
negatively affected by peers, parents, teachers non-profit organization aiming to bridge the
and school counsellors who hold or even gender gap in technology by empowering
propagate gender stereotypes and bias in young women through education, mentorship
STEM. Research has demonstrated that girls who and community engagement with a systemic
perceive negative stereotypes from teachers and approach integrating key influencers, such
peers regarding their skill level have worse results as teachers and families. Operating primarily
in mathematics tests13 and other STEM fields. At the in Latin America, CET provides programmes
same time, interest in STEM subjects can be positively that focus on developing skills, confidence
conveyed through societal relationships. There is thus and leadership in young women interested
a need for a systemic approach involving teachers, in technology involving teachers and parents
peers and families to succeed in building interest in as well. The programmes are free and open to
STEM from girls, with impact measurements available secondary-level adolescent girls from all over
for decision makers. the region, with online and in-person modalities.
In 2023, over 1,600 young women participated,
Box 1.2 generating 156 technological solutions. Of these,
88% expressed a desire to start working in STEM
Japan tackles unconscious bias deterring areas and 45% in ICT areas.
girls from pursuing STEM studies
Japan’s Gender Equality Bureau Cabinet Office
conducted a study and survey of unconscious
bias in 2021 and 2022, informing a series of
videos produced to show educators and other
People tried to discourage me
adults how unconscious bias deters girls from from going into STEM because
of my gender. Many people are
pursuing STEM studies.

surprised that a woman would

In one scenario, an actor playing a school
teacher praises a student for "being good at
math, even though you're a girl", making her choose the production industry.
feel it was abnormal to be a female mathematics
whiz. In another, a mother discourages her Girl, 17, engineering student in Brazil
daughter from pursuing engineering because (Gender Scan 2024)
"the field is male-dominated".
This effort for societal change is complemented
by specific efforts to boost girls in STEM. I was told at school that IT
was not suitable for women.
Working with the private sector, the Gender
Equality Bureau held more than 100 STEM
workshops and events mainly targeting girl Woman, 28, engineering student
students in 2023. in China (Gender Scan 2024)

18 CHANGING THE EQUATION • Securing STEM futures for women

 Box 1.4 Gender representations in educational materials
can also perpetuate or ameliorate stereotypes
Training teachers and developing in STEM. Many textbooks and learning resources
gender-responsive training materials continue to depict men in dominant roles as scientists
and engineers, while women are underrepresented
in STEM in Brazil or shown in stereotypical, non-technical roles.10 This
#EducaSTEM2030, a nationwide movement skewed representation reinforces the notion that STEM
launched in 2022 in Brazil by UNESCO, promotes fields are male-dominated and naturally suited for
girls and women in STEM and equips teachers men, discouraging girls from pursuing these subjects.
and school administrators with pedagogical STEM activities and play can influence children’s
materials that feature inspiring women in STEM, views on gender stereotypes by challenging
including Indigenous women. traditional norms and encouraging equal
The project developed an online teacher- participation. Some G20 countries have launched
training in Portuguese that offers a 20-hour self- innovative initiatives to promote gender equity by
instructional course on STEM education with a using playful STEM learning to break down traditional
focus on gender equality and transdisciplinary norms, ensuring that both girls and boys have equal
open practices. As a result, 400 secondary opportunities to understand, explore and excel in
school teachers and 500 girls have received these areas. For example, as a result of a partnership
specialized training in gender-transformative with the LEGO Foundation and UNICEF, the South
STEM, and 1,300 municipal education African government has adopted play-based
officers have improved awareness about the learning as a fundamental principle and is developing
importance of girls’ and women’s role in STEM. policies to bring play-based learning into classrooms
and pre-school facilities nationwide. Between 2015
and 2021, more than one million South African
children were reached through the capacity-building
of 150,000 teachers and 100 district officials.

Keeping girls in school enables them to choose STEM

Girls still face significant barriers to their right Box 1.5

to education in some countries. Although not a
problem exclusive to STEM education, gaps and Indonesia partners with the private
challenges in school can be particularly challenging sector to boost girls in tech
to girls’ confidence and self-efficacy in STEM subjects,
influencing their later educational and career choices. In 2020, Indonesia’s Ministry of Communication
and Informatics and the Ministry of Education
Girls’ disengagement from education is due to many and Culture partnered with YCAB Foundation
factors, including poverty, child marriage, early and the Mastercard Center for Inclusive Growth
pregnancy, discriminatory gender norms in society, to train 60,000 girls over the course of 3 years
child labour, conflict and crisis contexts and the lack through its Girls4Tech digital learning platform.
of easy and safe access to schools near where they Girls4Tech is intended to inspire, within one
live. These girls need to be given a chance to re-join month, girls aged 10-15 years old to pursue a
education systems and have access to accelerated career in STEM.
learning opportunities so that they can catch up on
their time lost. Digital technologies may play a key
role in reconnecting girls to school and in particular
STEM disciplines6 (see Section 3).

19 CHANGING THE EQUATION • Securing STEM futures for women

 Who is teaching, and how they teach, affects how girls engage
Teacher quality, in terms of pedagogical competence
and STEM subject technical expertise, combined The difference of treatment
with curriculum content, plays a crucial role in
influencing girls’ participation and achievement in between myself and my male
STEM.4 Using engaged learning strategies, such as
counterparts was awful.
cognitive-activation (e.g. problem-solving) or hands-
on activities like laboratory work, in combination Male-dominated classrooms
with gender-balanced curricula further engage
girls.14 Specific approaches, including learner-centred,
made it intimidating to participate
inquiry-based and participatory methods, reduce the at times. I was made to feel like
an outsider in an engineering
gender gap in STEM achievement while benefiting all
students. To be effective in reducing the gender gap,
teaching practices should cultivate a constructive class in high school.
learning environment that motivates and engages
girls fostering girls’ self-confidence and caters to their
Woman, 20, computer sciences student
unique interests and learning styles.15 in the USA (Gender Scan 2024)

Box 1.6
I was told as a high school
Türkiye is building enabling
intern by farmers environments for girls in STEM
that they would never Launched in 2016, the Engineer Girls of Türkiye
hire a female veterinarian. Project is implemented in cooperation between
the Ministry of Family and Social Policies,
Woman, 31, biology student
Ministry of Education, Limak Foundation and
in South Africa (Gender Scan 2024) United Nations Development Programme
Türkiye. The initiative aims to empower
girls and women studying or planning to
study engineering and to increase quality
Gender-responsive social and education policies, employment for women, adopting a holistic
including those addressing gender-transformative approach in which families, schools and
training for teachers and learning contents and universities work to create an environment
materials, can provide a supportive framework conducive to women studying STEM. As of
for girls to pursue STEM. Although the teaching June 2024, over 30,000 students, educators
profession in primary and secondary education is and parents have been trained through
dominated by women, the share of women declines a high school programme, and over 110
at higher levels of education, particularly in STEM university students have been trained through
subjects (see Section 2). Seeing and hearing about a scholarship and mentoring programme.
women in STEM from an early age can foster interest A ‘Training of Trainers’ focused on gender-
and confidence, broaden perspectives, combat based factors that shape girls’ selection of
stereotypes and change classroom dynamics, professions and gender-based prejudices in
enhance self-efficacy, decrease feelings of isolation, the work environment has also reached school
normalise women in STEM and ultimately impact the counsellors and administrators.
career choices of girls and boys.

20 CHANGING THE EQUATION • Securing STEM futures for women

 Access to STEM resources, equipment and activities boosts engagement
Providing equitable access to STEM resources, Box 1.7
equipment and activities is crucial for boosting
engagement among girls in STEM subjects, with such Australia is funding Indigenous-led
access among the top three drivers of girls’ choice to
study STEM based on the Gender Scan Survey 2021.
STEM support for girls
Schools with well-equipped science laboratories, Aboriginal and Torres Strait Islander peoples
technology kits and access to extracurricular STEM have an ongoing relationship with STEM that
activities see higher participation rates from girls.10 dates back thousands of years. Yet 0.5% of
Indigenous peoples held a university STEM
Hands-on learning experiences, such as coding clubs,
qualification in 2021, compared to 4.9% of the
science fairs and STEM-based competitions, enable
Australian population.
girls to develop practical skills and foster a passion for
STEM fields. These activities also offer a platform for The Indigenous Girls’ STEM Academy is an AUD
girls to showcase their talents and build confidence $25 million, ten-year national investment in
in their abilities. Whether online or in-person, such high-achieving Aboriginal and Torres Strait
activities can create meaningful encounters for girls Islander women and girls who aspire to pursue
to see what STEM careers may be like for someone education and careers in STEM professions.
with whom they identify. From 2018–2028, the Academy will provide
activities in three stages, for girls in upper
A growing variety of such options are available in
secondary to tertiary education and for
many G20 countries and with regional or even global
teachers. The Student Initiative is supporting
online options, which may or may not be segregated
up to 1,000 Aboriginal and/or Torres Strait
by gender or target vulnerable groups of girls. To
Islander young women from upper secondary
create these experiences, countries are partnering
school, through university and into careers.
with a growing number of non-profit and civil society
The Teachers of STEM Initiative is supporting
initiatives targeting girls and STEM. For example,
the training of up to 99 new, STEM specialized,
Canada has invested some USD 11 million since 2019
Aboriginal and/or Torres Strait Islander women
to promote STEM educational and occupational
teachers.
opportunities to teachers and students up to grade
12 through STEM career profiles and models.6 Indigenous-led steering committees, made
up of experts in education, STEM fields and
Indigenous research methodologies, advise,
guide and monitor implementation. This
approach provides a culturally safe and
supportive environment for young women
to explore their STEM interests and identity,
with demonstrated results: among the first
cohort of upper secondary students, 73 are
considering tertiary pathway options in STEM.16
This translates to a 95% school retention rate,
compared to the national retention rate of 63%
for First Nations women students.

21 CHANGING THE EQUATION • Securing STEM futures for women

 Shared experiences broaden perspectives
Visible role models and peers make a difference UNESCO also emphasizes the importance of career
in girls’ career selections. Introducing students to guidance programmes that start at the secondary
STEM careers through activities within and outside school level.6 By incorporating presentations from
of the classroom is vital for inspiring future scientists, STEM professionals, field trips to companies and STEM
engineers and technologists. career education into the curriculum, teachers can
help students understand the diverse opportunities
Students answering the 2021 Gender Scan Survey
available in these fields.
reflected that peers (family and friends) and teachers
strongly influenced their choices: in all G20 countries, Furthermore, mentorship programmes connecting
the largest share of students reported that a relative women and girls in school with STEM professionals,
or teacher was their primary influence on their study including women in STEM careers, can provide
choice, followed by access to technology at school invaluable guidance and motivation. Connecting
(G20 countries and EU) or an event or activity such as students with early career and established women
visits to a lab or a museum (AU). professionals can create a positive loop for attraction
and retention in STEM. The range of diversities and
intersecting factors shaping women’s and girls’
Since high school I participated
experiences necessitates an equally diverse range of
role models and mentors.
in science competitions.
Very few women participated, Box 1.8
and I had very few female Two decades of STEM mentoring
role models; almost all in Germany illuminates best practices
the coaches were men. Launched in 2005, the Germany-wide online-only
mentoring programme, CyberMentor, enables
I decided to pursue a career communication and networking between up
that could potentially to 800 girls (in grades 5–13) and 800 women
STEM professionals each year. The CyberMentor
make me the role model initiative has given over 9,200 mentoring pairs

I never had and always needed,

the opportunity to share their STEM interests and
to jointly develop perspectives for the future of
as well as someone with their mentees in the STEM field.

the ability to understand The programme increased the mentees’

participation in STEM activities and certainty
and communicate simple about career plans, regardless of whether one-

and complex scientific

on-one sessions, group mentoring or a hybrid
approach was used.17 Mentored girls reported
knowledge. stable self-assessed knowledge of STEM topics
and confidence in their own STEM abilities –
Woman, 19, student in physics measures that declined significantly among
in Mexico (Gender Scan 2021) girls who were not in the programme.18 Further,
CyberMentor participants were twice as likely to
choose STEM majors, compared to girls who had
expressed interest in the programme but did not
participate.19

22 CHANGING THE EQUATION • Securing STEM futures for women

SECTION 2 Removing barriers for young women
advancing to post-secondary STEM education
The transition to post-secondary technical and Gender parity or, more commonly, overrepresentation
vocational education and training (TVET)20 and tertiary of women in enrolment in higher education overall
education is a critical phase where women and girls has been reached in almost all G20 countries, and
either continue or diverge from STEM pathways. The parity is maintained among graduates. 22 The one
choices they make at this level, influenced by their exception is sub-Saharan Africa where parity has
experiences and the support they receive, significantly not been achieved.6 Yet around the world, women
shape their future careers in STEM. remain underrepresented in STEM fields, particularly
in disciplines such as engineering and technology.22
These choices impact the overall economy; for
By understanding the challenges and opportunities
instance, an estimated 46% of STEM-related
women face in TVET and tertiary education in
occupations in Europe by 2025 will require medium-
STEM, we can better support their journey, laying a
level qualifications which are primarily acquired
strong foundation for their participation in the STEM
through TVET, and STEM professionals in the EU earn
workforce and leadership.
on average 19% more than other groups.21

1. Recent trends
Fewer women than men choose and complete STEM degrees
Globally, the share of women who study and
graduate in STEM fields has not changed in the Figure 2.1
past 10 years.23
Share of women STEM graduates among
A larger share of men is still choosing STEM subjects women tertiary graduates and of men STEM
in the seven G20 countries with available data
graduates among men tertiary graduates
(Figure 2.1). The share of women graduates of
tertiary education who graduated in STEM fields Share of graduates studying STEM (%) Women Men
ranges between 10% in Brazil and 19% in Germany, 0 10 20 30 40 50
compared to 29% and 52% of men.
If we look at the percentage of women and men Germany 19
graduating in STEM disciplines, overall, women formed 16
Italy
35% of all STEM graduates in the 18 G20 countries with
available data (see Figure 2.3), and no G20 country Canada 16
achieved numerical parity24 with the exceptions of
France 15
South Africa (where women accounted for 47% of
STEM graduates) and India (45%) (Figure 2.2).6 Australia 12

Argentina 11

Brazil 10

Source: UNESCO Institute for Statistics, June 2024.

Data from 2021 except for Brazil (2020)25

23 CHANGING THE EQUATION • Securing STEM futures for women

 Figure 2.2 Share of women graduates among Furthermore, the share of women is lower at
STEM tertiary graduates graduation than at enrolment in STEM fields. Although
there is no global dataset, studies in several countries
South Africa 47 have indicated that more women transition away
from STEM courses or leave their studies. For instance,
India 45 in a 2022 study of four-year STEM programmes in the
Indonesia 37
USA, men persisted at higher rates (65%) than women
(48%).26 In Germany, women students had a 23%
Canada 34 higher dropout rate than their men counterparts.27

Parity
The gender gap thus worsens in the final stages
Australia 32 of study, at the time when students would be
preparing to enter the workforce.
France 32

Germany 28

ROK 28
45 50
Women as a share of all STEM graduates (%)
Source: UNESCO Institute for Statistics.2022 or most recent data. Reproduced
from UNESCO, Global Education Monitoring Report: Gender report – Technology
on her terms (2024).

Within STEM, certain disciplines attract more women

Even within STEM fields, substantial gender disparities In terms of trends, the representation of women
persist, and women are more likely to choose certain has very slightly increased since 2015 in these
disciplines than others. In the 18 G20 countries conventionally male-dominated fields, from 23% to
with available data, engineering, manufacturing 26% in engineering, manufacturing and construction
and construction as well as information and and from 28% to 29% in ICT.
communication technologies (ICT) are heavily male-
dominated fields, with men composing 74% and 71%
of graduates, respectively (Figure 2.3).

Figure 2.3 Share of tertiary graduates (%) Women Men

Share of tertiary graduates All fields 56 44

by field of study
and by gender STEM 35 65

Natural sciences, mathematics and statistics 55 45

Information and communication technologies 29 71

Engineering, manufacturing and construction 26 74

Source: OECD, UNESCO Institute for Statistics, Eurostat (2023) in OECD (2023) Education at a Glance. Data for 2021 or most recent year28

24 CHANGING THE EQUATION • Securing STEM futures for women

 STEM programmes provide opportunities for a more mathematics and some science specializations, offer
sustainable economy, social welfare and inclusion, highly paid jobs primarily in stable contracts, starting
productive development and for improvements in at early-career level.30 However, the proportion of
terms of governance and institutions. ICT sectors, in women in G20 countries is higher in courses related
particular, have been generating many jobs and are to healthcare, teaching, social work or personal
expected to grow more in the coming years, with the services – sectors which often provide low salaries
4th industrial revolution underway, catalysed by the and precarious working conditions and which are
COVID-19 pandemic and the widespread accelerated under a greater risk of automation.31
need for digitalization.29 ICT, alongside engineering,

Women remain outnumbered among faculty, impacting

student experiences
The share of women teachers at tertiary level
exceeds 35% for the 11 G20 countries with data Box 2.1
and has reached parity in four of them.32 However,
women teachers are underrepresented among Limited data suggest greater bias in STEM TVET
STEM teaching positions and in leadership roles, There is growing interest in the participation of
particularly within higher education. 21 In addition girls and women in STEM-related TVET. The OECD
to improving the experience during STEM studies, reports that the proportion of women among short-
the representation of women among faculty term secondary vocational students in STEM grew
may transform representation among graduates: from 14% in 2013 to 20% in 2021 in G20 countries.80
according to data from the Society of Women Regarding short-cycle tertiary vocational education,
Engineers in the USA, a 1% increase in the number a 2020 UNESCO report provides an overview of the
of women among faculty could lead to almost a 0.5% findings of a first scoping study on the availability of
increase in the number of degrees awarded to women data and information on gender disparities in STEM-
in engineering.33 related TVET for ten countries,81 including three G20
Women teaching STEM have a positive influence on countries (Australia, Germany and South Africa).21
girls’ and women’s performance and pursuit of STEM UNESCO’s research highlights that women are
studies and careers.3,34 Employing women as teachers underrepresented in STEM-related TVET, in some
has been linked to better educational experiences cases more so than for STEM-related programmes in
and improved learning outcomes for girls across other types of education.21 For example, in Australia,
various subjects and contexts.35 Women teachers women make up 37% of enrolments in university
can positively influence girls’ education in STEM by STEM courses but just 17% of TVET STEM enrolments.82
dispelling myths about sex-based, innate abilities and
The consequences in terms of careers are severe,
by acting as role models for girls. 15,36
particularly combined with a ‘leaky pipeline’ in which
Gender imbalance and lack of diversity among women’s representation drops between school and
faculty and students reinforces stereotypes that the workforce. In Australia, only 15% of the STEM-
STEM fields are inherently male domains, and the qualified jobs are held by women – and women form
underrepresentation of women in STEM fields may just 3% of the TVET-level STEM-qualified workforce.82
push women and girls to feel they must prove their In order to truly grasp the possibilities for
competence and legitimacy. improvement and impact of initiatives taking place
on the personal, institutional and/or societal level,
more research is needed into their effects on the
participation and performance of girls and women in
STEM-related TVET.

25 CHANGING THE EQUATION • Securing STEM futures for women

 2. Catalysts for women studying STEM
Key challenges and barriers impacting women
participation and performance in TVET and tertiary
education share many similarities to those experienced
in primary and secondary education and are in
addition highly influenced by the recruitment process,
the institutional environment and gender relations.

Policy and institutional approaches can boost

women’s entry into STEM courses
Gender-responsive and gender-transformative For instance, in Japan, as of early 2024, at least
policies and suppor t systems targeting or 40 universities have implemented a quota system
developed within academic, research and training for women applicants in fields related to STEM –
institutions can boost women’s access into STEM fields where women represent less than a third of
programmes, leading to flow-on positive effects all students, dropping to 15% for engineering at the
from greater diversity. Creating gender quotas or undergraduate level.37 Some 700 places across these
providing gender-responsive training to address universities have been set aside for women applicants
the biases of selection processes and committees in the 2024 entrance examinations.38 The introduction
can shift patterns in initial acceptance or placement, of these quotas is a response to the Ministry of
although still dependent on women wishing to Education, Culture, Sports, Science and Technology
apply. Scholarships and funded learning exchanges (MEXT ) enrolment selection implementation
can also provide financial incentives for women guidelines for 2023, in which a section on “the
in STEM fields. In addition, support systems for inclusion of those with a diverse background” put
balancing education and family responsibilities special emphasis on women in STEM fields.
are particularly important for women students at
an age when many are expected to hold caring
responsibilities and start families of their own. Box 2.2
Nurturing emerging scholars with
an intersectional lens in South Africa
I would like for the tech field
to have more equal South Africa’s Nurturing Emerging Scholars
Programme (NESP) has set a recruitment target
representation. Where I live, of 55% Black women. Since the programme
tech is dominated by
was launched in 2020, universities have
been awarded 104 NESP scholarships for
white men with the financial enrolment of candidates to two-year master’s
means and cultural capital
degrees linked to an academic internship in
their third year. Further along the pipeline,
to succeed in a system built the country’s New Generation of Academics
Programme has a transformation intake goal
by and for people like them. of 55% women, giving them access to a three-
Man, 40, student in computer science year development programme (to acquire a
PhD) and a further three years in a tenured
in the USA (Gender Scan 2024)
academic position.39

26 CHANGING THE EQUATION • Securing STEM futures for women

 A greater diversity Box 2.3
India’s Scholarship Programmes for Women
of entry routes in Engineering and Technology
to engineering India has made significant strides in promoting gender equality in STEM
schools, and a education through targeted scholarship programmes aimed at supporting

greater parity and

women pursuing engineering and technology studies. One notable
programme is the Pragati Scholarship Scheme launched in 2014 by the All
diversity of students India Council for Technical Education (AICTE). This initiative specifically
targets women pursuing technical education, providing financial assistance
and professors to cover tuition fees and other educational expenses. The scheme is
should be promoted. designed to support the education of up to two girls per family and is open
to students enrolled in diploma and degree programmes in AICTE-approved
Woman, 21, student institutions. In 2020, the number of scholarships granted annually was more
in geosciences in France than doubled from 4,000 to 10,000. This programme not only alleviates the
(Gender Scan 2024) financial burden on families but also encourages more women to enter and
complete STEM education.

…but retention to complete their training also matters

Having examined the pathways that lead young
women and men to pursue STEM courses as they
begin higher education, it is crucial to understand
I was drawn by basic
how these trajectories shape their experiences once curiosity on the topic
they enter these programmes. Many of the above-
discussed challenges young women face in early
and the opportunity
education, such as gender bias and stereotypes, to be able to impact
human lives
differential encouragement by parents, peers
and teachers, gendered roles, expectations
and environments, and structural inequalities, with my work.
continue to impact them along their educational
pathways. These pre-existing issues often translate Woman, 27, biology,
into difficulties in integration, increased stress levels biochemistry student in India
and a sense of isolation for many women as students. (Gender Scan 2024)
However, it is equally important to highlight the
positive experiences reported by women in STEM Globally, universities and higher education
programmes. These include the satisfaction derived institutions are more focused on measuring
from mastering complex subjects, developing women’s access to higher education (about four in
useful skills and having interesting career prospects, five universities track gender in application rates)
the support from mentors and peers and the than tracking their outcomes and success rates (less
growing sense of belonging as they navigate their than two-thirds of them track women’s graduation
academic journeys. Emphasizing these positive rates and have plans aimed at closing the gap). 40
aspects is essential to attract more girls into STEM Information about performance and the factors
fields, demonstrating that, despite the challenges, pushing women away from STEM choices is essential
the rewards and opportunities for personal and to better inform policy responses.
professional growth are substantial (Box 2.4).

27 CHANGING THE EQUATION • Securing STEM futures for women

 Box 2.4
Insights from the experience of STEM students
Respondents from G20 countries to Gender Both men and women placed high importance on
Scan’s Survey in 2021 shared insights into their academic support and the quality of instruction.
perceptions and experiences studying STEM. Effective teaching practices, availability of faculty
for mentorship and supportive academic advising
Both men and women expressed high levels of
are critical components that enhance students’
contentment with their academic choices in STEM
learning experiences and satisfaction. However,
fields, with over 60% responding ‘yes, absolutely’
women students prioritized the availability of
and another 30% ‘yes, rather’ when asked if they
supportive mentorship more highly.
were satisfied with their choice of study.
Programmes that highlight the versatility of STEM
Feeling useful to society is a significant factor
degrees and provide exposure to diverse career
contributing to the satisfaction of STEM students
paths tended to enhance satisfaction among
in higher education, particularly among women.
women students. The ability to transition between
The development of new competences and skills
various sectors – such as academia, industry and
was the most satisfying aspect for STEM students,
government – and roles within the STEM field
positively perceived by 9 out of 10 students
was seen as a major advantage and may help in
regardless of gender. Opportunities to work in
mitigating the gender gap in STEM career retention.
diversified sectors (87% of women and 82% of
men), the intrinsic interest of the studies (87% of
women and 77% of men) and the ease of finding Figure 2.4
a job after graduation (86% of women and 87% of Top challenges faced by
men) were also key satisfaction factors. STEM students, by gender
Overall, men were slightly more likely than Share of respondents (%) Women Men
women to report feeling fulfilled (85% of women
and 86% of men), comfortable (83% of women The level of stress
71
and 89% of men), settled in (82% of women and 53
89% of men) and supported (72% of women and Feeling that I do not 61
75% of men) in STEM fields. The feeling of being have the required
level to succeed 44
in a competitive environment was more prevalent
Lack of awareness of 54
among women, as approximately half of the professional opportunities
women responding (43%) felt this sentiment, in and job roles 42
contrast to 28% of men. The lack of gender balance The struggle to find 41
was also identified as a major challenge by 35% of internships 39
women and 31% of men studying STEM. A gap between 37
my expectations and
Another factor of dissatisfaction present in higher and current studies 36
rates among women than among men is the feeling
35
of not having the necessary level to succeed. Such Lack of gender balance
29
fears, part of ‘imposter syndrome’, were reported by
58% of women studying STEM, climbing up from Lack of clarity on advanced 34
academic options
39% of men declaring the same feeling. for further training 26

Even more serious, over 40% of women studying Sexism, harassment, 34

STEM reported having been the target of sexist gender-based violence 12
behaviour. Men accorded less impact to sexism, The atmosphere, 23
with 7% or fewer of men considering sexism to be sense of belonging 16
stressful, disheartening or leading to lower self-
esteem. By comparison, 36% of women reported 20
Other
13
sexism as a top challenge in their STEM studies.
Source: Gender Scan Student Survey 202141

28 CHANGING THE EQUATION • Securing STEM futures for women

 Box 2.5
Women are not immune to negative
African consortium awards provide
gendered beliefs and roles
specific measures to retain women
in STEM fields Results from the Gender Scan Survey (Box 2.4) confirm
that the imposter syndrome, a psychological pattern
Between 2011 and 2021, the Consortium where individuals doubt their accomplishments and
for Advanced Research Training in Africa fear being exposed as frauds, is predominantly
(CARTA), based in Nairobi, Kenya, sponsored experienced by women. Women doubt their abilities
228 doctoral and postdoctoral fellows, 57% more and are less likely to seek help. In fact, gaining
of whom were women, across a number of help may be seen as undermining their efforts to
countries. prove their worth: in a perverse loop, a woman
CARTA uses several practical measures to enduring difficulty would supposedly build the
attract and retain women. Within their merit- resilience women need to survive and thrive in their
based admission procedure, the application careers, navigating the expected ongoing hostility.
defines a different cut-off age for men and While men students can also feel unprepared, they
women recognizing that women often are typically more confident in seeking support and
complete their graduate studies later in life. resources due to fewer stereotypes questioning their
Once in the programme, PhD fellows are competence and their entitlement to be in STEM
entitled to paid maternity and paternity leave environments.
and are granted a leave of absence during Gendered environments, such as science laboratories
their maternity leave. CARTA also assists with and industrial workshops, can exacerbate imposter
childcare costs for mothers of young children, syndrome in women, often due to male-dominated
and overall, equal financial support is provided imagery especially in safety signage.43 Reluctance to
to all fellows regardless of their gender. ask for help may lead to unique safety risks related to
These measures attempt to offset the unique physical differences or perceived inadequacies, such
barriers faced by women as they pursue careers as smaller stature or reduced strength. It is essential
in STEM. Efforts are paying off. In the reporting to design laboratory equipment and workspaces
period of 2017 and 2018, women fellows ergonomically to accommodate the physical
raised 40.4% of the USD 3.7 million in research diversity of all users, including differences in height,
funds sourced by the fellows.42 Among the first strength and reach. Additionally, implementing safety
cohorts, more men (74%) had graduated than protocols that consider the specific needs of women,
women (58%), but there was no difference in such as providing protective gear in a range of sizes
on-time graduation rate. However, nearly twice and using gender-sensitive signage, can alleviate
as many men (440) as women (282) authored these issues.
scientific publications during their fellowship.42 In addition, sexism, harassment and gender-based
violence, both online and offline, create hostile
environments that deter women from pursuing and
remaining in STEM studies and careers. Academic
performance is negatively affected by sexism and
gender-based violence as a consequence of the
Supervisors, professors and stress and the decrease in self-confidence that these
advisors have to be given experiences create.44 Experiences with sexism have
been linked to lower intentions to major in STEM,
anti‑harassment training. lower STEM self-efficacy and lower STEM grades.45, 46
Woman, 31, PhD student in natural sciences
in South Africa (Gender Scan 2024)

29 CHANGING THE EQUATION • Securing STEM futures for women

 Box 2.6
A charter promoting an inclusive environment for women in STEM
in UK, Ireland and Australia
The Athena Scientific Women’s Academic Network (SWAN) Charter, initially established in the United Kingdom
of Great Britain and Northern Ireland in 2005 and later adopted in Ireland and Australia in 2015, provides
a framework for supporting and transforming gender equality across higher education and research.
Institutions that sign up to the charter are required to develop action plans to promote gender equality
and foster an inclusive environment for women in STEM, including staff and students. Positive impacts
perceived by both women and men included structural and cultural changes, including enhanced support
for women’s careers, increased appreciation of caring responsibilities, and efforts to combat discrimination
and bias.47 In addition, implementation of new mentoring schemes, career development seminars and
annual personal development reviews were also cited, on top of policies such as core hours for meetings
and improved maternity leave arrangements.47

Access to resources and to STEM industry networks

can bridge the gap to careers
Mentorship and awareness
programmes that connect Box 2.7
women students with successful Teamwork strengthens women and girls in STEM
women in STEM can inspire
and guide them through their in the Republic of Korea
educational and career pathways. The STEM Research Team Programme connects women graduate
students as research leaders managing a team with middle/
high school and college/university students to conduct research
projects for several months. This programme, led by the Korea
Foundation for Women in Science, Engineering and Technology
(WISET), aims to strengthen the research competence and
leadership skills of excellent undergraduate and graduate
students while helping middle and high school students to
plan and develop their career paths. From 2013 to 2023, over
7,600 participants were served by 150 teams in eight research
fields, with 89% of the girls participating as high school students
going on to enrol in a science or engineering university.
WISET was established in response to the Republic of Korea’s
2002 Act on Fostering and Supporting Women Scientists and
Technicians. It aims to increase the number of women in STEM
through targeted interventions, such as scholarships, internships
and mentorship programmes as well as awareness campaigns
to challenge gender stereotypes and promote the benefits of
STEM careers for women. WISET also oversees the regular, state-
approved Survey on the Employment and Working Conditions of
Women in STEM.

30 CHANGING THE EQUATION • Securing STEM futures for women

 Systems of mentoring and
Improving access to funding is crucial for retention. For
instance, 88% of undergraduate scholarship recipients
support for the development from the USA-based Society of Women Engineers are
of professional networks that
either still pursuing or have earned a STEM degree.49
This retention rate is notably higher compared to the
respond to the needs of women overall rate, where less than half of women persist in

should be further supported.

their bachelor’s degree programmes in STEM.49
Given the range of challenges and pressures faced
Woman, 26, PhD student in biology in by women undertaking STEM studies, more compre-
Argentina (Gender Scan 2024) hensive policies deploying measures across this range
are needed. For policies and attempts towards cultural
transformation to be effective, men and women must
all engage to create more accessible and enjoyable
Women often face challenges in accessing STEM education.
necessary resources, such as funding, modern
equipment and industry connections, which are Box 2.8
crucial for practical learning and skill development as
well as to facilitate access to the labour market. 3,21,48 The University of Guadalajara in Mexico
The difficulty in visualizing clear career paths and
includes men in a comprehensive approach
finding internships can be particularly discouraging
for women students who struggle to see how their The University of Guadalajara has established a
education translates into career opportunities. Promotion Committee for Gender Equality and
Collaborations between educational institutions Office for Gender Equality, created a Unit for
and industries can improve job readiness for women Equality in 2021 to coordinate related policies and
students. The context of industry partnerships is often programmes, built the Centre for Gender Studies
more suited to masculine modes of interaction in to focus on research and teaching on gender issues
existing informal or formal networks, such as after- and implemented the UNESCO Chairs in Gender,
hours events which may exclude women who have Leadership and Equity and in Equality and Non-
responsibilities as carers. Industry partners may also Discrimination. These structures introduced policies
need training and support in ensuring readiness for and frameworks, such as an ethics code emphasizing
equality and non-discrimination, a strategy against
women candidates, from practical considerations such
gender-based violence with protocols for reporting
as protective equipment designed for women’s bodies
and support as well as disaggregated data to address
to cultural considerations such as mechanisms to
gender gaps, and incorporated gender equality
mitigate gender-based harassment in the workplace. into the university’s development plan, including
Germany’s dual vocational training system integrates curriculum content and governance representation.
classroom instruction with on-the-job training, Related programmes and activities have been
providing students with practical experience in promoted, including gender sensitization conferences
their chosen fields. This system has been particularly and workshops reaching thousands of participants,
effective in promoting women’s participation in and a compulsory gender equality course for new
technical fields by offering structured mentorship staff and students was launched in 2021. A particularly
and clear career pathways, particularly useful given innovative activity is the Men’s Circle. Promoted by UN
that women in STEM possessed less labour market Women, it offers training and spaces for male students
experience compared to men STEM students and to discuss masculinity and the roles men can play in
their women counterparts in non-STEM.27 Gender- the promotion of gender equity.
specific scholarships and initiatives aimed at An important success factor was initial support from
encouraging girls to enter non-traditional trades have a federal government programme, which helped
also contributed to higher enrolment rates in STEM- prioritize gender equality at the strategic level and
related TVET programmes. kickstart activities later consolidated and sustained
by the university’s own resources.

31 CHANGING THE EQUATION • Securing STEM futures for women

SECTION 3 Making work in STEM possible
and worthwhile for women
According to UNESCO’s Call to Action to Close the Gender Equitable representation in STEM thus leads to more
Gap in Science (2024), achieving gender parity in STEM inclusive and resilient societies, capable of addressing
careers is not only a matter of social justice but also complex issues with effective solutions.
an economic imperative. Diverse teams bring a wider
This section delves into the trends, challenges
range of perspectives and ideas, which is essential for
and opportunities for women as they begin and
scientific and technological advancements. Further,
advance in their STEM careers, highlighting policy
increasing women’s participation in STEM fields
interventions from G20 countries that support
can help address labour shortages in critical sectors
women’s career progression and access to leadership
and contribute to gender equality in the workforce.
positions in these fields.

1. Recent trends
Women remain underrepresented in STEM occupations and careers

All available data confirm that women remain under-

represented in the STEM workforce in G20 countries, Figure 3.1
the EU and the AU.
Share of women in STEM occupations
There are two-fold fewer women in STEM
occupations than in the overall workforce, with no 50
Share of women (%)

significant improvement in balance over the past Parity

45
decades in G20 countries.50 Women formed 42%
of the workforce in 2021 but held only 22% of STEM 40 2005 2015 2021
occupations, almost unchanged from 19% in 2005.
35
The proportion of women among STEM professionals
has increased in the G20 countries and the EU by four 30
percentage points since 2005, but the reverse has
25 23
occurred in the AU. Parity has not been reached in any 22
21 20
region (Figure 3.1). 20 19 19 18

Women also account for a minority of the world’s 15 14 14

researchers: approximately one in three researchers
are women, whether working in government, higher 10
education, private, non-profit or other unspecified 5
sectors. 51 Numerical gender parity among
researchers, within the range 45% to 55%, has 0
G20 countries European Union African Union
been reached in only three G20 countries, namely
Argentina, Brazil and South Africa (Figure 3.2). Source: ILOSTAT, accessed July 2024. Data from 47 countries in 2005, 102 in 2015
and 101 in 202152

32 CHANGING THE EQUATION • Securing STEM futures for women

 Figure 3.2 Figure 3.3

Share of women researchers Share of women inventors

Argentina 54 Argentina 31
South Africa 47 China 24
Brazil 45 Türkiye 23
Indonesia 44 Mexico 20
Saudi Arabia France 19
41
USA 18
Russian Fed. 39
Russian Fed. 18
UK 39
Brazil 18
AU 40
Korea, Rep. 17
Türkiye 37

Parity
Parity
Canada 16
Italy 36
UK 15
EU 34
Italy 15
Mexico 32 South Africa 14
France 30 Australia 14
Germany 29 India 12
China 25 Germany 12
Korea, Rep. 22 Japan 11
India 19 Saudi Arabia 10
Japan 18 45 50 Indonesia 9 45 50
Share of women researchers (%) Share of women innovators on patent applications (%)
Source: UNESCO Institute for Statistics, January 2024. Data from 2021 or most Source: WIPO, accessed July 2024. Data from 2023 55
recent year are not available for all countries53

Figure 3.4
Women inventors were involved in 23% of all
international patent applications between 1999 Share of women among technicians and
and 2020, while men were involved in 96%.54 In professionals in STEM and in the subset ICTs
2023, women constituted 17.7% of all inventors 50
listed in published Patent Cooperation Treaty (PCT) Parity
applications, globally, and were more prevalent in 45
Share of women (%)
academia (21%) than in the private sector (14%). 2005
Among the G20 countries, women accounted for 20% 2015
2021 36
or more of inventors in only Argentina (31%), China
(24%), Türkiye (23%) and Mexico (20%). 30
With regard to the representation of women in 26
24
the various STEM occupations and functions, over 23
21
the past two decades for the G20 countries, the 20
18 18
17
proportion of women has diminished among 16
14
ICT professionals and technicians but remained
ICT
stable or grew in science and engineering overall
(Figure 3.4). Women represent fewer than one in three STEM
STEM professionals. Technicians Professionals

Technicians Professionals

Source: ILOSTAT, accessed July 2024. Data from 2005, 2015 and 202156

33 CHANGING THE EQUATION • Securing STEM futures for women

 The glass ceiling for women in STEM remains unbroken
Leadership roles in STEM are more likely to be held by Although data are not available for G20 countries,
men: for instance, only 29% of the leaders of national global and regional trends are illuminating. For
science academies globally are women, albeit a larger example, in 2022, just 21% of the top 200 universities
share than the 16% of members of these academies.57 globally in the Times Higher Education World
Meanwhile, 10% of Nobel Prizes in natural sciences University Rankings have a woman as leader.58 Across
have been awarded to women since 2011. According Africa, the average percentage of senior academics
to LinkedIn data, the ‘drop to the top’ from entry-level who are women across all participating universities
to C-suite positions is more pronounced in STEM is 36%.
occupations: women make up a quarter of non-
Despite the impact and value of the work of women
STEM leaders but one-tenth in STEM.48
STEM professionals, they remain underrepresented
Women are also underrepresented in school in decision-making roles and less visible to the next
management, senior faculty, university leadership generation of potential STEM professionals, and
and education policymaking positions, with impacts this imbalance can shape career aspirations and
on the experiences, attraction and retention of environments.
women STEM students (see Section 2).

Women are out-earned by men in STEM fields

For the 10 G20 countries with data on the earnings in Disaggregated wage data for STEM fields remain rare,
STEM occupations, women’s pay was less than 85% but the general trends provide valuable insights.
of men’s pay in eight countries (Figure 3.5). In Australia, the gap between women’s and men’s
pay in STEM industries was 16% in 2023.82 In the
Figure 3.5 United States, on average, tertiary faculty salaries
for women were 83% of those for men in 2023/24,
Women’s pay as a share of men’s a slight improvement from 81% in 2009/10.60 These
in STEM occupations differences persist despite a growing number of
countries adopting national policies or legislation for
Women's pay as a share of men's (%) equal pay, with 87% of countries in Europe and 57%
0 20 40 60 80 100 120 in Sub-Saharan Africa having such laws.48
Türkiye 88
Research grants are a key financial resource for many
Italy 88 working in STEM. Women are less likely to obtain
France 85 research grants than men, and when they do, they
Mexico
receive smaller amounts on average.3 According to
82
the publisher Elsevier,61 the average share of women
Argentina 77
among grant awardees increased from 29% in 2009 to
UK 76 37% in 2022, based on data for 13 countries, including
Brazil 72 ten G20 countries.62 As with other leadership roles,
USA
representation among funding decision makers
69
Women Men remains uneven (Box 3.8).
Indonesia 67
are paid are paid
India 65 less less

Source: ILOSTAT, accessed July 2024, average monthly earnings of STEM employees
in 2021 purchasing power parity (PPP $). Data from 2023 or most recent year59

34 CHANGING THE EQUATION • Securing STEM futures for women

 2. Enablers to strengthen diverse and inclusive
STEM workforces
Women face systemic barriers in STEM functions Implementing workplace diversity and inclusion
that limit their career advancements, including policy frameworks can shape experiences within
lack of flexible work organization, adequate career the workplace as well as career progression,
management as well as enabling parental and counterbalancing gendered limitations on
caregiving support policies. In addition, outright opportunities for advancement and retention.
gender bias and discrimination prevent them from National policies provide crucial frameworks for
developing their careers and accessing leadership measures and processes at institutions and industry
positions. Although the number of women pursuing levels. Implementation of such policies has direct
careers in STEM is gradually rising in G20 countries, impacts on retention, particularly for policies
albeit slowly, their absence is still notable among relating to bias given that employees who witness
researchers, faculty, STEM industry professionals or experience discrimination, bias or disrespect are
and leaders, in particular in the ICT fields. Even more nearly 1.4 times more likely to quit their job.63
concerning, women are pursuing STEM training but
then exiting the field.

There needs to be a leadership pipeline

program which explicitly has an aim
of improving the gender disparity
in managerial levels. Ensure that
there is diversity in hiring process
and encourage teams that have wide
gender disparity to seriously think
of recruiting women at all levels.
Woman, more than 45 years old,
engineer/manager in UK (Gender Scan 2024)

35 CHANGING THE EQUATION • Securing STEM futures for women

 Box 3.1
Insights from the experience of STEM professionals
Respondents from G20 countries to Gender Men may be less aware of the challenges women
Scan’s Survey in 2021 shared insights into their face, often taking for granted the unequal access
perceptions and experiences working in STEM to information and networking opportunities, bias
sectors and occupations. and structural inequalities that favour men, leading
to better performance evaluations, higher pay
Results indicate that there is a significant
raises and more frequent promotions.
gender gap among STEM workers in terms of
satisfaction with career management, with fewer
Figure 3.6
women (51%) satisfied compared to men (61%). Top motives for dissatisfaction
Similarly, for parental support, a lower percentage
of women (64%) were satisfied compared to of STEM workers, by gender
59 61
men (79%). Both genders reported almost equal Share of respondents (%)
satisfaction (88% of women, 89% of men) with Men Women
their working arrangements, including schedule 42
flexibility. These findings indicate that while flexible 36
31
work arrangements are well-received across the 27 28
24
board, targeted improvements are needed in
career management and parental support to 13 13
address gender-specific concerns and promote
gender equality in the workplace in STEM fields.
Limited Lack of Assignment Penalization Discrimination
When it comes to retention, top motives for professional purpose of tasks for using and sexism
women and men willing to quit their STEM jobs development in job below parental support
prospects functions qualifications systems
were limited professional development prospects
(61% of women, 59% of men), while perceived Source: Gender Scan Employees Survey 2021.64
penalization for the use of parental support
systems had the largest gender gap (mentioned
by 28% of women and 13% of men) (Figure 3.6). Figure 3.7
When asked about the factors that contribute to Top motives for satisfaction
job satisfaction, supportive management and well- of STEM workers, by gender
defined objectives registered a significant gender
Share of respondents (%)
gap (78% of women and 87% of men for the first, 91 Men Women
79% of women compared to 87% of men for the 89
latter). Flexible scheduling ranked third (83% women, 87 87
85% men), behind recognition from colleagues (86% 86
85 85
of women, 91% of men) (Figure 3.7). 83
In addition, significant gender disparities persist
in perceptions of workplace gender equality in 79
78
G20 countries. There is a notable gap in perceptions
of wage equality: 73% of men believed wages are
equal between men and women, compared to
only 45% of women. Similarly, there is a disparity
in views on promotion opportunities, with 78% 70
Acknowledge- Acknowledge- Flexibility Well-defined Manage-
of men believing equal opportunities exist versus ment by ment by and work-life objectives ment
52% of women. colleagues managers balance support

Source: Gender Scan Employees Survey 202164

36 CHANGING THE EQUATION • Securing STEM futures for women

 Unbiased hiring and equal roles open opportunities for women in STEM
The organization of work and career management Promoting flexible work structures, career
mechanisms define whether there is a place for women. management and organizational processes
The nature of jobs within STEM organizations plays a are other crucial steps towards mitigating gender
pivotal role in determining the inclusivity of these fields biases that hinder women’s progression in the
for women, ensuring that roles available align with their workplaces. Within a job, tasks should be assigned
professional aspirations and personal needs. based on the individual’s skills and strengths, not
their gender. For instance, even once hired by a STEM
But first, women must appear as candidates. Employers
institution or sector, women may face more calls
that are seeking greater diversity in their workforce
to do ‘people-focused work’ than ‘research work’.
report difficulties sourcing candidates of diversified
Supporting managers to remove or compensate
groups, as in the case of Canadian tech companies.65
for their unconscious gender bias can contribute to
Many factors can either render women candidates
more enabling working environments. In addition,
in STEM fields, particularly ICT fields, invisible or
career progression support including training,
push them away, including reliance on inhospitable
active promotion of gender balance in all career
recruitment and networking events, algorithmic biases
stages, standardized performance reviews and the
in job dissemination and talent acquisition software,
inclusion of gender equality expertise in promotion
as well as limited referral networks. Adopting more
committees can ensure both men and women have
equitable candidate sourcing techniques and
opportunities to advance and counteract systemic
diversifying sources can help to increase gender
discrimination.
diversity in the candidate pool in G20 countries, in
particular in the tech industry.65 Given the existing
biases in advanced technologies and software, policy
Box 3.2
intervention may be necessary to reshape such tools or
Canada challenges businesses
guide their usage in professional contexts, with specific
efforts to reach out to vulnerable and minority groups to achieve gender parity
of women (Box 3.2, Box 1.7). Canada’s STEM workforce benefits from
Employers could also accommodate unconventional nationwide policies and frameworks that
resumés, as women are more likely than men support gender diversity as well as collective
to interrupt their careers to fulfil childcare action. The 50 – 30 Challenge, co-created by the
responsibilities: 47% of UK women in STEM had Government of Canada, civil society and the
career interruptions compared to 17% of men based private sector in 2020, aims to attain gender
on a 2022 survey by STEM Returners. Backed by UK parity (50%) and significant representation
government funding in 2023, 66 STEM Returners (at least 30%) of underrepresented groups on
partners with STEM organizations to run short-term boards and senior management positions in
paid returner schemes as well as providing career order to build a more diverse, inclusive and
coaching, upskilling and mentorship opportunities. vibrant economic future. This initiative has
gained widespread support with over 2,500
participating organizations in July 2024,
Companies and institutions should provide among which over 100 used ‘tech’ in their
additional resources and incentives business name. One major result is the What
Works Toolkit of online resources offering
to increase the number of women support in policy development; approaches
in leadership positions and to further for recruitment, mentorship and promotion;
develop young talents in that direction.
employee and board member retention;
anti-racism; anti-harassment; and inclusive
Woman, more than 45 years old, engineer/manager workplace strategies.
in Germany (Gender Scan 2024)

37 CHANGING THE EQUATION • Securing STEM futures for women

 Bridging the digital gender divide and investing in inclusive tech
and digital sectors
Women and girls are often prevented or discouraged In Brazil, the initiative {reprograma}, awarded with
from using ICTs or the Internet, impacting their the UNESCO Prize for Girls’ and Women’s Education
competencies and future professional development in 2021, provides training to thousands of under-
in digital and tech disciplines. Women are currently represented and low-income women and girls in
underrepresented in the tech sector, including coding and other in-demand digital skills. Policies
ICT occupations and in artificial intelligence (AI) in Europe are driven by the EU Digital Decade 2030
development: they represent just 28% of the tech goal that 80% of adults aged 16 to 74 will have at
industry workforce worldwide and only 20% of the least basic digital skills and the objective to employ
leadership positions.6 The percentage of women 20 million ICT specialists, with an emphasis on gender
working in AI today is approximately 30%, roughly balance.
4 percentage points higher than it was in 2016.67
The 2021 UNESCO’s Recommendation on the Ethics
Not only are women missing out on job opportunities of Artificial Intelligence guides a growing number of
in a rapidly growing industry, but their absence also partners around the world to empower women and
means that the needs and perspectives of women girls in this sector. The UNESCO’s Women4Ethical
and girls are likely to be overlooked in the design AI Platform, launched in March 2023, supports
of products and services that impact our daily lives. governments and companies’ efforts to ensure that
Women must be an active part of developing the women are represented equally in both the design
digital economy to eliminate gender biases and and deployment of AI.
stereotypes perpetuated through digital platforms,
software and programmes, including those generated
using AI. AI systems reflect the values of their creators Box 3.3
and developers, known to carry their own significant Saudia Arabia invests in empowering
cognitive biases into the design and operation of
AI systems. Overall, 44% of AI systems demonstrate
women in tech around the world
gender bias.68 The Saudi Authority for Data and Artificial
Several G20 countries are taking action. During Intelligence partnered with American tech firm
its G20 presidency, India launched the TechEquity Google in 2022 to launch a global programme,
platform to empower women with digital literacy called Elevate, addressing the gender gap in
skills. Indonesia (Box 1.5) has a variety of programmes the technological sector, especially artificial
promoting digital literacy and women’s leadership, intelligence (AI). Elevate aims to use AI to reduce
such as inclusive digital transformation programmes the gender gap by empowering more than
and digital talent scholarships. 25,000 women globally in the next five years. The
programme will provide free accessible training
to women in tech and science, empowering
them and pursuing the growing number of
job opportunities in the field of data and AI.
The programme has two tracks, with 30% of
trainees following the technical track for Data
Engineer, Cloud Architect, ML Engineer and Data
Scientist and 70% of trainees on a non-technical
track for Cloud Business Enthusiast. In its first
phase, 1,000 women representing 28 countries
participated.

38 CHANGING THE EQUATION • Securing STEM futures for women

 Box 3.4
Connecting women in high-tech fields in Russia
The professional community Women in Nuclear Russia formed in 2016 as a response to the
needs of women experts in this sector – and quickly growing to reach the broader tech industry,
launched in 2022 a survey which revealed that 70% of women at technical universities in Russia
felt difficulties in building a career in science and technology. In response, the association
created an international mentoring programme for women students of technical universities
in Russia and abroad. Women in Nuclear Russia has hosted over ten in-person, distance and
hybrid events on Women in Tech since 2021. The mentoring sessions have been attended by
more than 250 women studying at technical universities in Russia and other countries. This
effort is in line with Russia’s National Action Strategy for Women for 2023–2030, which identifies
increasing women’s participation in high-tech industries and popularizing engineering and
technical professions among girls and women as an important focus for enhancing the role of
women in socio-economic development.

Inclusive workplace considerations make STEM possible for women

Women often need to balance career aspirations Proactive parental and caregiving support policies
with gendered family responsibilities, such as caring also play a crucial role in promoting gender equality
for children and elderly family members. Careers by addressing the disproportionate burden of
in STEM can become less linear for women due to childcare and domestic responsibilities often placed
these responsibilities, making supportive career on women. Policies such as paid parental leave and
environments and gender-responsive work affordable childcare are critical in enabling both men
arrangements essential. Policies and measures that and women to balance professional and personal
facilitate career re-entry and diverse job opportunities responsibilities in STEM and all fields and to reduce
within STEM can help accommodate life events the risk of attrition and career interruptions among
and family duties, thus minimizing the impact and caregivers.
length of career disruptions.69 The ability to transition
across different sectors and roles within STEM can
also provide a more adaptable career trajectory, Setting up a company childcare
although attention must be directed to ensuring centre or providing reserved places
stable, longer-term contracts are equally available to
men and women.70 In addition, flexible work options, in external centres would enable
such as adjustable working hours and remote work a better balance between work and
opportunities, are particularly valued and demanded personal time, and would relieve
by employees to support work life balance.
the mental burden, for the most part
borne by women, of having to keep to
I would like to see improved
working hours versus nursery hours.
flexibility in terms of both working
Woman, 31 to 45 years old, manager/
methods and working time as well as
engineer in France (Gender Scan 2024)
more support to caregivers.
Woman, 31 to 45 years old, technician
in Italy (Gender Scan 2024)

39 CHANGING THE EQUATION • Securing STEM futures for women

 Connecting women in STEM and improving the Box 3.6
visibility of women as STEM experts also plays
a vital role in supporting women’s participation The USA invests in research and practice
and advancement. Mentorship and networking to promote equity among STEM faculty
programmes, in particular, offer guidance and
support, helping women navigate their careers, build The goal of the US National Science Foundation’s
professional networks and overcome barriers to (NSF) ADVANCE programme is to increase the
leadership positions. representation and advancement of women
in academic science and engineering careers,
broadening the implementation of evidence-based
Box 3.5 systemic change strategies that promote equity
Italy involves women and men for STEM faculty in academic workplaces and the
academic profession. The NSF has invested over USD
to combat inequalities in academia 270 million since 2001 to support ADVANCE projects
In Italy, the University of Naples Federico at more than 100 institutions of higher education
II Gender Observatory on University and and STEM-related not-for-profit organizations.
Research developed a mentoring scheme in Since 2018, the ADVANCE Resource and
2018 to combat the practices and mechanisms Coordination (ARC) Network collates resources and
that foster gender inequalities in academia. convenes actors to inform and create equitable
The model takes a dual approach to mentoring, STEM workplaces across sectors. Through its
simultaneously working to support women’s Virtual Visiting Scholars programme, researchers
careers and create institutional change. To conduct meta-analysis, synthesis and big data
strengthen the transformative capacity of curation on topics crucial to STEM faculty equity
mentoring, the second edition also included and offer new insights and applications. The
men, both as mentees and mentors. Emerging Research Workshops engage leading
investigators in intensive workshops on innovative
and emerging research on faculty equity in STEM.

Fair pay and STEM funding need a gender-based rehaul

To bolster women’s participation and retention in For instance, the L’Oréal-UNESCO For Women in
STEM fields, ensuring they have fair and equal pay Science programme has rewarded outstanding
as well as equal access and equitable assessment women researchers for 25 years, in recognition of
for funding opportunities such as grants and the contributions of their research, the strength of
fellowships is crucial. Financial incentives specifically their commitments and their impact on society.
designed for women can significantly enhance their The programme has benefited 127 International
access to career advancement in these fields and Laureates, 330 International Rising Talents and more
counter existing biases. than 4,000 young women researchers, half of them in
developing countries. It provides not only financial
support but also recognition, which can be pivotal
Equal pay and more investment in advancing their careers and extending their reach
in career guidance could make as role models, as well as awareness of their fields of
study. It also raises awareness of the challenges faced
the difference for women in STEM. by women in science and promotes policies and
Woman, 31 to 45 years old, initiatives to address these challenges.
engineer in India (Gender Scan 2024)

40 CHANGING THE EQUATION • Securing STEM futures for women

 Proof of its success is that six L’Oréal-UNESCO laureates Box 3.8
have subsequently received the Nobel Prize in their
field of expertise, the latest two in 2023 when Professor Science granting councils in Africa
Anne L’Huillier (France), 2011 laureate, was awarded are developing gender policies
the Nobel Prize in Physics, and Professor Katalin Karikó
(Hungary/USA), 2022 laureate, was awarded the Nobel Awards of a higher monetary value were more
Prize in Physiology or Medicine. likely to be awarded to men by science granting
councils (SGCs) in Sub-Saharan Africa, according
National programmes like India’s Women in Science
to a 2022 study of 15 such SGCs.71 Although the
and Engineering-KIRAN (WISE-KIRAN) scheme provide
SGCs have achieved near parity in the number
targeted financial assistance and grants to support
of grants given to men and women, practical
women scientists in their research endeavours. The
and policy-supported change are needed to
scheme also provides training and other support,
address imbalances in value and in SGC staffing
including efforts to develop a Charter for Gender Equity
(36% women). In 2017, none of the SGCs had
in STEM to bring about transformational changes at
policies or frameworks to mainstream gender
Institutional level. To date, 30 Indian institutions have
into their science, technology and innovation
participated in a pilot exercise. Moreover, initiatives
(STI) initiatives. Several councils have since
like the African Union’s African Women in Science and
developed gender policies.
Engineering Awards celebrate and financially reward
the achievements of women scientists, promoting Councils in Côte d’Ivoire, Kenya, Mozambique,
their contributions and encouraging more women to Malawi and Senegal have implemented
pursue STEM careers. activities to support women in the steps
preceding grant funding, such as gender-
specific funding instruments supporting
Box 3.7 women training at master’s and doctoral levels.
China is guiding support and funding Malawi’s SGC supported an association of
women scientists, while Ethiopia’s SGC focuses
for women in science and technology on capacity building and financial support for
Through a blend of framework documents and women scientists in universities. Some SGCs also
practical steps, support is growing for women recognize women’s research excellence through
in scientific fields in China. In 2021, the Ministry prestigious awards and offer workshops
of Science and Technology (MOST), the China in grant proposal writing. These efforts are
Association for Science and Technology (CAST) and complemented by initiatives like mentoring
eleven other departments jointly issued the “Notice early career scientists and identifying senior
on Several Measures to Support Women in Science women scientists as role models.
and Technology Talent to Play a Greater Role in
Scientific and Technological Innovation.” In the same
year, the All-China Women’s Federation, the MOST,
the CAST and four other departments released
“Opinions on Implementing the Women’s Action It is crucial to secure the same
Plan for Scientific and Technological Innovation.” conditions (salary, title corresponding
Multiple measures have been taken since, focusing
in particular in improving access to funding for to the work function) independent of
initiatives supporting women’s STEM professionals. gender and to promote women to “real”
For instance, in 2023, the CAST launched a call for
applications with a total funding of 2.6 million RMB
leadership position and not only to filling
for projects aimed at supporting STEM women a percentage of seats on committees.
professionals, including S&T innovation workshops, Woman, over 45, engineer in Saudi Arabia
communication campaigns and mapping surveys
of women scientist organizations. (Gender Scan 2024)

41 CHANGING THE EQUATION • Securing STEM futures for women

 Head counting is not enough
Monitoring the participation, performance and There are even risks of feminization of a field or of
perspectives of girls and women in STEM, by countertrends: for example, despite a slight increase
collecting sex- and gender-disaggregated data on in the percentage of women as members of the
a regular basis at national level is crucial to build Mathematical Society of Japan, the percentage of
an evidence base for decision-making. Some G20 women in awards and invited lectures significantly
countries have made significant efforts in this decreased between 2004 and 2019.72
direction. For instance, launched in 2020 and aiming
to publish annually for ten years, Australia’s STEM Among organizations par ticipating in the
Equity Monitor is a national data resource on women’s Global Research Council, 82% collected gender-
and girls’ participation in STEM which collects and disaggregated data for funding applications and 77%
reports data on gender equity across various stages recorded the gender of the principal investigator of
of education and employment in STEM fields. The a funded project, with regional differences, based on
STEM Equity Monitor covers critical indicators such a 2019 survey. However, only 15% and 9% of the 65
as attitudes towards STEM, school performance surveyed organisations respectively collect data on
in mathematics and science, higher education the integration of sex and gender considerations in
enrolment and completion, workforce participation the process of research production (research design
and gender pay gaps in STEM industries. and methods) and in the process of research uptake
(dissemination and use of research), with Europe as a
Regular and strategic assessment underpins leading region in this regard.
policy and the path towards equitable STEM. Yet
simply counting people by role, such as those who A blend of qualitative and quantitative assessment,
do research at least a part of their professional time, with mechanisms to hear from those directly
does not convey the full situation for women and girls involved in STEM work as it evolves in societal
in STEM. Numerical parity is used as a proxy indicator contexts is indispensable to better contextualize
for the larger socio-cultural context in which women trends in girls’ and women’s participation. Such data
STEM professionals operate. are needed for all stages of STEM.

Gender-based violence has no place in STEM

Gender-based violence,73 in its physical, sexual and Gender-based violence, including technology-
psychological forms, continues to surge around the facilitated gender-based violence, further exacerbates
world at alarming levels, affecting school as well as the challenges faced by girls and women in STEM
workplace participation, well-being and performance. fields. Experiences of sexism, harassment and gender-
It is a particular problem in STEM (Box 3.9). Based on based violence, both online and offline, create hostile
international surveys, 84% of women researchers environments that could deter girls and women from
reported having been victims of sexism at least pursuing and remaining in STEM studies and careers.
once74 and 49% of women scientists say they have
experienced sexual harassment at work.75 In a 2022
survey in Europe, two out of three women working
in universities and other research organizations had What discouraged me was mostly
experienced gender-based violence.45 According to a witnessing sexism and
2018 study in the USA, academics in STEM endure the harassment in technical spaces.
highest rate of sexual harassment of any profession
outside the military.76 Woman, 31, engineering student
in Canada (Gender Scan 2024)

42 CHANGING THE EQUATION • Securing STEM futures for women

 Box 3.9
Insights from STEM professionals on gender-based violence
Results from the Gender Scan Survey 2021
confirmed that women are significantly more
likely to be victims of sexism and gender-based
violence than men in STEM sectors. Figure 3.8
Women STEM workers from G20 countries Experience of sexism and
reported experiencing sexist behaviours at harassment, by gender
a proportion more than ten times that of 87 Share of respondents (%)
men (48% compared to 3%), highlighting the
Men Women
widespread nature of everyday sexism that
women face in the workplace. A majority of
men (87%) reported not experiencing any sexist
behaviours at work, compared to 43% of the 48
43
women. 10% of women respondents declared
having been victims of sexual harassment in the
workplace compared to only 1% of men.
Preliminary results from the ongoing Gender 10
Scan 2024 survey suggest that despite a slight 3 1
improvement in the five G20 countries with initial
Never experienced Experienced Experienced
data – as the proportion of women professionals sexist behavior sexist behavior sexual harrassment
reporting experiences of sexist behaviours at work
decreases to 37% and the proportion of those Source: Gender Scan Employees Survey 2021.78
indicating that they have never experienced any
sexist behaviours grows to 44%77 – gender-based
violence in STEM workplaces remains a crucial
problem that needs to be addressed to attract and
retain women in STEM.

As a woman in a STEM field, I have become

The impact of sexism and harassment is, at least, accustomed to off-hand jokes or comments
twofold, touching individual well-being and one’s
relationship with their workplace and career.
that make me feel belittled, uncomfortable,
Exposure to sexist and harassing behaviours can or judged by my gender. I think a lot
lead to emotional exhaustion from the continuous of women just want to be valued for the
need to defend one’s competence and deal with
hostile behaviours. The stress and trauma associated quality of their work, so they shrug off
with these behaviours can severely affect well- the comments that hurt because they
don’t want to be viewed as the woman
being, reducing productivity and job satisfaction,
undermining women’s confidence and self-efficacy
as well as increasing absenteeism and the likelihood that overreacted about “just a joke” in
of women leaving their jobs or the STEM field the workplace. I want to be successful
altogether. Thus, sexism and gender-based violence
perpetuate gender inequalities in the workplace at my job, so I have tended toward
and discourage women from pursuing careers and masking my feelings and saying nothing.
leadership roles.
Woman, under 30, technician in the USA
(Gender Scan 2024)
43 CHANGING THE EQUATION • Securing STEM futures for women
 There is even a risk of a ‘backlash’ effect: women in I didn’t feel safe to use
gender-balanced STEM courses experienced gender-
based violence more frequently than their peers in my institution’s reporting system
men-dominated STEM courses or in any non-STEM because I had no information
courses, based on research in the USA.46 The problem
was compounded for ethnic minorities.
on the process and potential
outcomes and
Intersecting factors, such as age and ethnic
identity, create particular challenges for women for fear of retaliation.
researchers. Among women aged 18–24 years old, Woman, 31 to 45 years old, engineer
64% reported sexist remarks as the biggest problem
in Brazil (Gender Scan 2024)
with which women in research are confronted; this
share declined with age yet one in four women
aged 45–59 years still agreed.74 Moreover, women
Box 3.10
researchers working on specific areas, such as
COVID-19 or climate change, were more likely
to face harassment or threats based on personal France uses private sector partnerships
characteristics (up to ten times more likely than men).
This highlights the importance of implementing and legislation to combat sexism
holistic policies and measures addressing the range Some G20 countries have implemented
of challenges and opportunities and following an legislative measures and suppor ted
intersectional approach, with mechanisms to monitor institutional mechanisms to prevent and fight
impacts and unintended consequences. sexism. France, for instance, incorporated
Policies and procedures to prevent, mitigate and the notion of “sexist acts” in the Labour
respond effectively to incidences of sexism, gender- Code in 2015, inspiring the launch of the
based violence and harassment can be decisive initiative #StOpE au Sexisme Ordinaire en
to attract and retain women and girls in STEM. Entreprise by Accor, EY and L’Oréal France
Strong zero tolerance policies and measures to in 2018, which supports all employers who
gender-based violence as well as programmes commit to fight sexism in their organizations.
promoting training on unconscious gender bias and In 5 years, this initiative has gathered 270
discrimination in STEM workplaces are essential to signatories, representing a total of 4.4 million
foster a more inclusive, diverse and safer environment. employees. This type of corporate initiative
Creating awareness and educating employees can notably contribute to supporting women
about these issues and implementing reporting and who experience sexist behaviours or sexual
support procedures and instruments for victims and harassment yet who fear lack of support or
witnesses of misconduct can help build a supportive backlash when reporting these issues.
culture and environment where women feel valued
and respected.

44 CHANGING THE EQUATION • Securing STEM futures for women

 THE PATH FORWARD

Securing STEM futures for girls and women is part of systems and women researchers supported by the
a larger effort to promote diversity, inclusion, equity UNESCO Institute for Statistics, which constitute a key
and accessibility in our societies. evidence base for policies in this area. An equivalent
effort would be needed in the STEM-related private
This policy brief aims to contribute to the under-
sector to assess women’s contribution to innovation
standing of the persistent gender inequalities in
and growth. These efforts need to be continued and
fields related to science, technology, engineering
developed further to inform effective policies and
and mathematics (STEM). Structural inequalities and
measures.
societal norms and values that have an impact on the
full participation of women and girls in STEM exist Hearing directly from women and girls is an
across all the stages of STEM, from pre-education important avenue to strengthen the evidence base
through to advanced careers. These inequalities for decision-making. Qualitative and quantitative
persist despite equal or greater performance of survey-based methods can illuminate opportunities
women and girls in foundational skills and career to attract, retain and empower women and girls in
productivity. STEM based on their personal experiences and inform
The gender gap can be narrowed by supporting policy solutions to promote gender equality in STEM.
equal participation and leadership in STEM through Policy interventions are crucial to dismantle structural
targeted policies, measures and initiatives inequalities, remove obstacles, gender stereotypes
addressing each stage of STEM. This includes and biases within STEM fields and broader society
dismantling gender stereotypes, creating open and leverage opportunities to stimulate and reward
educational pathways for girls in STEM and removing interest in STEM. Policy is a key driver of education,
obstacles and building supportive environments that workplace and institutional realities, with practical
attract, retain and advance women to thrive in STEM considerations central to fighting the observed
studies and careers. These efforts must be backed up attrition of girls’ and women’s participation in STEM.
with the collection of gender-disaggregated data At this stage, it is insufficient for STEM to be
on a regular basis at country level to devise evidence- interesting. STEM must also be possible in practice
based policies and monitor progress. and worthwhile by comparison to other fields that
Despite the growing demand for cross-nationally are welcoming to high-performing women and girls.
comparable statistics on gender in STEM fields,
A growing range of actions could be used, engaging
data and their use in policymaking remain limited.
parents and primary caregivers as well as teachers,
For example, at university level, data are available
academic, research and training institutions,
regarding enrolment in STEM studies by gender but
industries and leaders, ensuring that boys and men
not performance or experiences. At the career level,
are also engaged in ending misconceptions and
reporting on the share of women and the experiences
biases against girls and women in STEM. Again, it is
of women in STEM jobs, from experts to innovation
crucial to listen to and meaningfully involve women
project managers and researchers, is limited.79
and girls, particularly through professional and civil
Monitoring mechanisms used in G20 countries to society organizations in the field of STEM as well
track gender equality in STEM include, among others, as youth and women’s rights organizations, in the
Australia’s annual STEM Equity Monitor, the Republic design, implementation and monitoring of these
of Korea’s Survey on the Employment and Working actions intended for them. In combination with
Conditions of Women in STEM, the USA’s biennial rigorous evaluations of the impact of interventions,
Diversity and STEM reports, the European Union’s these systemic approaches can succeed in boosting
She Figures report released every three years and the girls’ and women’s equal involvement in STEM studies
continued participation in monitoring of educational and STEM jobs.

45 CHANGING THE EQUATION • Securing STEM futures for women

 Growing gender equality in STEM in the G20 : Areas of action

Supporting and contributing to the implementation ● Ensuring fair and equal pay as well as developing
of international efforts, including the UNESCO 2024 financing and investments for girls and women in
Call to Action: Closing the Gender Gap in Science, the STEM.
UNESCO 2024 Call to Action on the Freedom and Safety of
● Fostering inclusivity within STEM funding
Scientists and the UNESCO 2022 Call to Action: Advancing
mechanisms, including by promoting women’s
Gender Equality and Girls’ and Women’s Empowerment in
access to key decision-making and management
and through Education, can accelerate gender equality
positions, including on relevant boards and panels.
in STEM. Within this global framework, action must be
prioritized in the following areas to change the game ● Enacting gender-transformative policies and
and reverse the lack of significant progress over the measures to promote equality and diversity in the
past two decades: STEM community, including targeted measures
such as mandated gender equality training, quotas
● Dismantling gender stereotypes and biases and numerical targets to help address systemic
in STEM to counter harmful gendered practices barriers to girls and women.
in and expectations about STEM fields, and
raising awareness of the importance of the ● Building transparency and accountability within
equal participation of women and girls in STEM STEM workplaces and educational institutions
education and workforces. regarding staff and student diversity, support
systems and family planning, salary structures,
● Enhancing visibility and recognition for women contracts and financial allocations, among others.
and girls in STEM and for the contributions of
women to STEM to raise public interest, to change ● Implementing zero tolerance policies and
mentalities and to showcase role models for future measures to gender-based violence, including
generations. sexism and sexual harassment, as well as corporate
social responsibility initiatives supporting women
● Strengthening gender-transformative STEM and girls in STEM workplaces.
education at all levels with attention to curriculum
design, representation of women in teaching roles ● Monitoring the participation, performance and
and in educational materials, inclusive equipment perspectives of girls and women in STEM education
and the quality of teacher training and support and careers, to build an evidence base for decision-
and counselling systems, along with community/ making by collecting sex- and gender-disaggregated
parental engagement. data on a regular basis at national level.
● Creating mentorship and industry-partnered
programmes and opportunities for girls and
women to connect with women as role models
and mentors in STEM and to access industry and
professional networks.

46 CHANGING THE EQUATION • Securing STEM futures for women

 UNESCO Calls to Action to address
gender inequalities in STEM: a holistic approach
Launched on the occasion of the International Day of Girls and Women in Science,
the 2024 Call to Action to Close the Gender Gap in Science integrates contributions
from a multitude of stakeholders, including international organizations, government
institutions, non-governmental organizations and academia as well as from the private
sector, which form the basis for key actionable recommendations to tackle the root
causes of the gender gap by:
● Dismantling gender stereotypes and biases in science;
● Opening educational pathways for girls in science; and
● Creating workplace environments that attract, retain and advance women scientists.
Under the International Decade of Sciences for Sustainable Development (2024–2033),
UNESCO supports and monitors progress in the implementation of this Call to Action.
In addition, UNESCO’s 2022 Call to Action: Advancing Gender Equality and Girls’ and
Women’s Empowerment in and through Education identifies leverage points for a range
of stakeholders to advance gender equality and girls’ and women’s empowerment in
and through education.
The 2024 Call to Action on the Freedom and Safety of Scientists recognizes the specific
safety and health challenges and vulnerabilities faced by women in science.

47 CHANGING THE EQUATION • Securing STEM futures for women

 UNESCO’S GLOBAL PRIORITY
GENDER EQUALITY FRAMEWORK
Reduce inequalities and promote Work towards sustainable societies
STRATEGIC learning and creative societies by preserving the environment
OBJECTIVES in the digital age through through the promotion of science,
quality education for all technology and the natural heritage

GENDER EMPOWER WOMEN IN

ACHIEVE GENDER EQUALITY
EQUALITY SCIENCE AND TECHNOLOGY
IN AND THROUGH EDUCATION
FOCUS FOR ENVIRONMENTAL ACTION

CURRICULUM
AREAS SCIENTIFIC ECOSYSTEMS WATER
ACCESS & STEM
OF WORK PEDAGOGIES
LEADERSHIP & BIODIVERSITY & OCEANS

•  ccess to equitable and gender-responsive

A •  omen’s careers in decision-making
W
education and learning, including in science, positions advanced and role models
technology, engineering and mathematics promoted
(STEM) is widened
•  ender transformative science, technology
G
• L aws, policies & strategies for gender and innovation (STI) policies and Open
equality in and through education Science policies enhanced
developed and implemented
•  omen’s and girls’ resilience and action
W
•  ender-responsive teaching, content and
G for sustainable management of natural
learning opportunities are increased resources reinforced
• 
Gender gap in learning achievements and •  ender responsive water and ocean’s
G
completion rates reduced management and governance promoted

 Contributing to SDG Targets 4.1, 4.3, 4.5, 4.7  Contributing to SDG Target 5.5

CROSS
CUTTING WOMEN PEACE AND SECURITY:
THEME

• Awareness raised through advocacy campaigns and public debates

ACTIONS • Capacities and skills strengthened
• National laws, policies and strategies elaboration and revision supported
 Build inclusive, just and peaceful societies Foster a technological environment in the
by promoting freedom of expression, service of humankind through the development
cultural diversity, education for global and dissemination of knowledge and skills and
citizenship, and protecting the heritage the development of ethical standards

PROMOTE INCLUSION AND BRIDGE THE DIGITAL

COMBAT GENDER-BASED VIOLENCE GENDER DIVIDE

ETHICAL
DISCRIMINATION FREEDOM DECENT WORK MEDIA & DIGITAL SKILLS
STANDARDS FOR
& OF EXPRESSION & SOCIAL INFORMATION &
AI & DIGITAL
STEREOTYPES & CREATION PROTECTION LITERACY COMPETENCIES
PLATFORMS

•  ender-based threats, violence, discrimination

G • E thical standards addressing gender bias in
and stereotypes tackled, including in the digital digital technologies and artificial intelligence (AI)
environment systems developed and implemented
• L earners and learning environments equipped to • E quitable and gender responsive access
be safe and healthy to and use of information and knowledge
•  omen’s working conditions, employment
W
fostered in the digital environment
opportunities and economic, cultural and •  omen and girls empowered with digital skills
W
social rights improved and competencies
•  ender equality promoted in and through
G •  omen’s leadership in AI and the digital
W
the media and cultural sectors environment supported

 Contributing to SDG Targets 4.2a, 5.1, 5.2, 5.6,  Contributing to SDG Target 5.b
8.5, 8.8, 16.10

CRISIS PREPAREDNESS AND EMERGENCY RESPONSE

• Information, knowledge and data collected, analysed and shared

• Technical assistance and policy advice provided
• Partnerships and networks established, strengthened and fostered
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52 CHANGING THE EQUATION • Securing STEM futures for women

About the authors
Dr Tiffany Straza is a consultant with UNESCO.
A marine scientist by training, she holds a PhD in
oceanography (University of Delaware, USA) and
provides science–policy advising in environmental
management. She served as Deputy Editor and
Statistician for the UNESCO Science Report 2021. Since
2022, she has been supporting the implementation of
the UNESCO Recommendation on Open Science, which
calls for equity and inclusiveness as guiding values.

Gender Scan
Conducted biennially since 2016, Gender Scan Survey
examines factors influencing gender equality, such
as discouragement from STEM studies, harassment,
barriers to leadership, pay gaps, and supportive
workplace policies. It also captures perceptions
of how gender affects university and workplace
dynamics. Gender Scan identifies levers to promote
the equal participation of women in STEM through
its own global surveys and public sources providing
benchmarks and aggregates for a comprehensive
overview.
 CHANGING Securing

THE EQUATION
STEM futures
for women

Diversity in science, technology, engineering and mathematics

(STEM) fields benefits the global community, permitting the
expression of the human right to science and supporting the
achievement of global goals.
Yet women and girls remain less likely than boys and men to
advance to the next stage of their education or career in STEM,
despite strong performance. To close the gender gap, STEM studies
and careers must be made not only possible but also worthwhile, as
a competitive choice for girls and women.
Based on trends in education through to careers, this policy brief
identifies mechanisms to improve girls’ and women’s aspiration,
participation, retention and performance in STEM fields. Examples
of good practices from G20 countries illustrate ways to create
lasting change.
This brief is part of UNESCO’s contribution to the G20 Working Group
on Women’s Empowerment and is the result of an intersectoral
cooperation initiated by UNESCO’s Division for Gender Equality with
the UNESCO’s Education and the Sciences Sectors.

STAY IN TOUCH
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