About the problem
Why do so many capable girls lose confidence in STEM?
This project is developed in response to research and real educational experiences showing that female school students often disengage from STEM not because of ability, but due to confidence barriers, stereotypes, and lack of representation.
Structural Inequality in STEM
Women in STEM often face systemic barriers that affect their career progression and motivation. These issues are not individual failures but are rooted in organizational and societal structures.
Key issues include:
Pay gap and being underpaid
Lack of recognition for achievements
Unequal workload distribution
Limited opportunities for promotion
These inequalities can discourage female students from pursuing STEM careers early on.
Gender Stereotypes and Bias
Stereotypes play a major role in shaping how girls view STEM and how they are treated within these fields. STEM is often perceived as male-dominated, which creates a sense of exclusion.
Common challenges:
Traditional gender roles
Being underestimated or ridiculed
“Old boys’ club” culture
Assumptions about competence
Social and Environmental Challenges
External environments—such as schools, families, and workplaces—can either support or discourage girls’ interest in STEM.
Key factors:
Lack of support or encouragement
Harassment or discrimination
Limited female role models
Balancing expectations and responsibilities
Supportive and inclusive environments are essential for building confidence and long-term engagement in STEM
