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Introduction

Despite achieving parity in academic performance, women remain significantly underrepresented in STEM careers globally. UNESCO’s 2023 report highlights that women form only 35% of STEM graduates, with minimal growth over the past decade. This gap stems from deep-rooted structural and cultural barriers rather than a lack of aptitude.

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Key Structural and Cultural Challenges

• Erosion of Confidence Despite Equal Performance: Girls perform equally well in math/science but lose confidence over time.
  Eg: UNESCO identifies declining self-assurance, not aptitude, as a key deterrent to women pursuing STEM.
• Gender Stereotypes in Education Systems: STEM is perceived as a masculine domain, reinforced by biased pedagogy and counselling.
  Eg: Lack of hands-on STEM learning and visible role models causes girls to internalise exclusion.
• Education-to-Workforce Drop-off: Despite high graduation rates, few women transition into long-term STEM jobs.
  Eg: India has 43% female STEM graduates (AISHE 2021–22), but only 26% in the tech workforce (Nasscom 2022).
• Workplace Inflexibility and Biases: Rigid schedules, weak maternity policies, and biased promotions force mid-career dropouts.
  Eg: The ‘leaky pipeline’ effect leads to high female attrition from STEM roles.
• Socio-Economic and Regional Barriers: Social norms, caregiving expectations, and poor access in rural areas restrict choices.
  Eg: In semi-urban India, women often prioritise family over careers due to societal pressure.
• Male-Dominated Innovation Ecosystem: Tech startups and advanced sectors lack inclusivity. Eg: India’s startup ecosystem is hailed for innovation but remains overwhelmingly male-led.

Way Forward for Addressing Challenges

• Early Confidence Building in STEM Education: Girls’ confidence in math and science declines over time despite equal performance with boys due to lack of engagement and early stereotypes.
  Eg: UNESCO (2023) notes that although girls perform equally well, societal notions and uninspiring pedagogy cause self-doubt, discouraging STEM pursuits.
• Challenge Gendered Career Guidance and Bias in Schools: Career counselling often reinforces the idea that technical fields are “male domains,” restricting girls’ aspirations.
  Eg: Gendered counselling contributes to only 35% global female STEM graduates, with negligible growth over a decade despite reforms.
• Visible Role Models and Mentorship in STEM Fields: The absence of female mentors reinforces the idea that STEM lacks space for women, especially in cutting-edge sectors.
• Address the Education-to-Workforce Drop-off: High enrolment doesn’t ensure workforce retention; transition support is often missing.
• Workplace Reforms to Support Retention: Rigid schedules, lack of maternity/childcare support, and biased promotion practices push women out of STEM roles.
  Eg: Researchers identify a ‘leaky pipeline’ where women exit STEM careers mid-way, especially after childbirth or due to workplace inflexibility.
• Gender Equity in Policy and Implementation: STEM policies often lack enforceable gender targets or disaggregated data, making real progress difficult to track.
  Eg: Fewer than 50% of national STEM policies explicitly include gender equity goals, leading to symbolic, non-transformational efforts.
• Cultural Change in Tech and Startup Ecosystems: Despite India’s booming innovation space, women face exclusion in male-dominated startup and tech ecosystems.
• Promote Inclusive Innovation for Better Outcomes: Diverse teams improve innovation and fairness in emerging technologies, especially in AI.
  Eg: UNESCO warns that homogenous AI development teams embed bias into tech infrastructure, undermining equity and inclusiveness.

Conclusion

Addressing this systemic underrepresentation needs more than enrollment boosts—it demands structural reform, inclusive workplaces, responsive pedagogy, and enforceable gender-equity mandates to unlock the full potential of women in shaping the future.

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