How can we change this?

Addressing the underrepresentation of girls in STEM requires a multi-faceted approach. It involves shifting societal perceptions, reforming educational practices, and providing the necessary support to foster girls' interest and participation in STEM fields. By changing how we engage with girls and STEM at all levels – society, school, and home – we can create an environment that is more inclusive and encourages girls to pursue and thrive in these disciplines. 

1. ​Promote positive role models 

One of the most effective ways to inspire girls to pursue STEM careers is by showcasing successful women who have made significant contributions to these fields. Girls need to see that women can and do excel in STEM professions, so they can envision themselves in similar roles. 

Introduce girls to real-world examples of female scientists, engineers, technologists, and mathematicians. Teachers can include lessons about historical and contemporary female role models like Ada Lovelace (mathematician, often remembered as the first computer programmer), Mae Jemison (the first African American woman in space), and modern innovators like Reshma Saujani (founder of “​Girls Who Code”). These stories should not only focus on their achievements but also on their personal journeys, including the challenges they overcame. 

Schools can organize career days or guest speaker events where female professionals from various STEM fields talk to students about their work. Hearing directly from women in these fields can help dispel stereotypes and show girls that STEM careers are both attainable and rewarding. 

2. Address and challenge gender stereotypes 

Challenging gender stereotypes is crucial to breaking down the mental and emotional barriers that prevent girls from pursuing STEM. Both teachers and parents play a critical role in fostering an environment where these stereotypes are actively confronted. 

Use language that avoids reinforcing stereotypes. Teachers and parents should avoid saying things like, "Girls aren't as good at math" or “Boys are better at problem-solving”. Instead, they should focus on individual abilities and effort, promoting the idea that success in STEM is about practice and persistence, not gender. 

Moreover, tailor STEM activities to be inclusive of both boys' and girls' interests. For example, instead of framing math problems in traditionally male-centric contexts like sports, try to use diverse scenarios that are more relatable to all students, such as environmental issues, health, or technology in everyday life. This helps ensure that girls feel a sense of relevance and connection to the material. 

Schools should also provide unconscious bias training for teachers to help them become aware of how they may unintentionally perpetuate stereotypes. Teachers need to reflect on their own biases, such as calling on boys more frequently in math and science classes or offering more praise to boys for technical achievements. Awareness can lead to more equitable classroom practices. 

3. Reform educational practices 

It is important to update STEM curricula to be more inclusive and engaging for girls. As already mentioned, this could involve the integration of more diverse examples in terms of gender, ethnicity, and culture. Include lessons about female scientists, engineers, and mathematicians: this helps girls see they belong in STEM. Moreover, STEM problems can be contextualized in real-world issues that may resonate more with girls, such as environmental sustainability, public health, or technology's impact on society. Organize hands-on activities like coding workshops, robotics challenges, or science experiments that encourage equal participation from all students. Ensure the girls are actively involved, not just observers. 

Schools could also create or promote STEM clubs and after-school programs specifically designed to encourage girls’ participation. These clubs should focus on making STEM fun and collaborative, providing a supportive space where girls can explore these fields without feeling intimidated or outnumbered by boys. 

Moreover, schools should establish mentorship programs where female STEM students and professionals can mentor younger girls. This kind of relationship can provide guidance, encouragement, and inspiration, showing girls what’s possible in STEM and giving them a sense of belonging. 

4. Foster a growth mindset and confidence in girls 

Girls often struggle with a lack of confidence in their STEM abilities, even when they perform just as well as boys. This lack of confidence can prevent them from engaging fully in STEM activities or continuing to pursue these subjects in later stages of their education. Building confidence and fostering a growth mindset can make a significant difference, encouraging girls to take risks, experiment, and challenge themselves in STEM subjects.

5. Engage parents and communities 

Parental support is crucial in shaping girls' attitudes toward STEM. Communities and families must be involved in creating an environment that encourages girls to explore their interests in these fields. 

For example, teachers could organize workshops for parents to help them understand how they can support their daughters in pursuing STEM. Parents should be encouraged to promote curiosity, provide STEM-related resources at home (like science kits or coding tools), and avoid reinforcing gender stereotypes in their children's activities and choices. 

Schools can also collaborate with organizations that promote women in STEM, such as “Girls Who Code” or “Women in Engineering” initiatives. These organizations can provide resources, mentorship opportunities, scholarships, and career guidance for girls interested in STEM careers.