Breaking Barriers: GWA Addresses Root Cause Holding Back Women in STEM

Women in STEM face systemic inequality and bias as early as elementary school, and this continues through higher education and in the workplace. Not only does this impact women personally, but it also has far-reaching consequences for society. This inequity can play out in different ways. In some cases, women are excluded from advancement opportunities or not properly accommodated, such as when a department building is designed with fewer women’s bathrooms than men’s. In other scenarios, women employees are paid significantly less than their male counterparts at the same level and experience. When these practices become normalized, many women may choose to leave STEM entirely, further exacerbating technical talent shortages and hindering innovation. 

So what can be done? The first step is to recognize the problem through a deep examination of the barriers that women face in STEM fields. While voices advocating for women's equity in STEM have gained momentum in recent years, the discourse has been limited to acknowledging the lack of representation. There remains insufficient comprehension of how this gender gap manifests early in life, infiltrating educational systems and diminishing the prospects for women trying to thrive in STEM.

The impact of gender bias in early education is often unconsciously profound and has a lasting influence on a woman’s future career aspirations. This cycle starts with stereotypes suggesting that girls are less capable in science and mathematics than boys. With lower expectations for girls’ academic performances, educators create learning environments that are more conducive for boys than for girls in math and science. Even within families, the effort to cultivate an early interest in STEM careers also differs between boys and girls. 

According to research by a Massachusetts Institute of Technology initiative called Solve, despite achieving similar levels of proficiency in science and mathematics during K-12 education, boys are twice as likely as girls to express interest in science or engineering-related careers by middle school. This gap widens significantly by college, with boys being five times more likely to choose a STEM career path. As a result, this diminished interest and confidence among girls directly impact their performance in school tests. It perpetuates a cycle of negative feedback that reinforces existing stereotypes, which many girls may start to internalize. This often takes the form of self-deprecating comments that girls start to make about themselves, such as “I’m not good in math.”  

In reviewing the literature addressing the gender gap in STEM from education to the workplace, women and girls encounter distinct barriers that can be understood in four aspects:

• Exclusionary Culture: Male-dominated STEM fields have historically fostered environments that exclude or marginalize women. This exclusionary culture manifests in various ways, such as subtle biases, unwelcoming attitudes, and systemic barriers such as higher evaluation standards that make it difficult for women to participate and advance in these fields fully.

• Gender Bias: Stereotypes persist in STEM fields, which influences perceptions of women's abilities and contributions. These biases about gender roles and capabilities often lead to unequal treatment and opportunities for women, undermining their confidence and hindering their advancement.

• Pay Gap: Women in STEM careers frequently face a gender-based pay gap. Despite similar qualifications and experience, women are often paid less for the same work, contributing to economic inequality and perpetuating disparities in the workforce.

• Lack of Role Models and Mentors: The underrepresentation of women in STEM fields means that aspiring female scientists, engineers, and technologists often lack visible role models and mentors who can provide guidance, support, and inspiration. This absence of representation can make it challenging for women to envision themselves succeeding in STEM careers or navigating the obstacles they encounter.

Addressing these barriers necessitates concerted efforts to cultivate more inclusive and equitable environments that prioritize diversity, challenge stereotypes, establish support networks, and advocate for policies promoting gender equality and opportunities for all. 

Global Women Asia underscores several key initiatives to tackle these challenges. 

1. GWA advocates for a shift away from the traditional test score-only education environment, which serves as the initial catalyst for the gender bias cycle. Instead, we recommend adding a more collaborative approach. By fostering a more collaborative STEM education, girls can be afforded equal opportunities to explore their interests and test their capabilities. 

2. GWA emphasizes showcasing female role models in STEM fields. By elevating the leadership and influence of prominent female figures in STEM, GWA is establishing a global network that promotes a wider recognition of the vital role of women in STEM.

3. At the same time, we recognize that the issues women face in STEM are partly structural. GWA also advocates for advancements of women in technical fields, as well as in the organizations that employ them and in the academic institutions training the next generation.

We hope these efforts can foster a more inclusive and equitable environment in STEM for all.