New report addresses the gender gap in STEM education across educational levels

Its key objective is to systematically identify and analyse the factors at individual, contextual and institutional levels that contribute to the gender gap in STEM education. This includes examining aspects such as societal attitudes, educational practices, curriculum design and the role of educators in shaping gender perceptions and choices in STEM. Understanding these factors is crucial to developing targeted interventions.

The report is published by NESET, the European Commission’s advisory network of experts working on the social dimension of education and training.

Findings

• Girls often show lower self-efficacy in STEM subjects compared to boys, despite achieving similar or better academic performance. This suggests that confidence plays a crucial role in girls’ decisions to pursue STEM further.
• Family and the broader social context play a vital role in shaping girls’ decisions regarding STEM education and careers.
• Early exposure to STEM, supportive environments and overcoming of societal stereotypes are essential to maintaining girls’ interest in STEM fields.
• Barriers at the level of educational institutions that contribute to the gender gap include curricula that are not gender-inclusive, teaching practices that reinforce stereotypes, and a lack of female role models in STEM..
• The report identifies gender-sensitive teaching methods and the integration of STEM subjects are as strategies to enhance girls’ participation in STEM.

The report also contains an analysis of EU-funded projects with several promising practices for addressing the gender gap, such as:

• mentorship programmes
• gender-neutral and inclusive teaching approaches
• projects designed to increase girls’ engagement in STEM through hands-on, real-world applications

Innovative pedagogical strategies including problem-based learning and interdisciplinary teaching have the potential to boost girls’ interest and self-efficacy in STEM.