On the occasion of International Day of Women and Girls in Science on February 11th, experts and participants gathered to explore the importance of encouraging girls to pursue STEM careers and the role of educators in overcoming gender stereotypes.
Despite significant progress, girls remained underrepresented in these critical fields needed to address 21st-century challenges. This session, dedicated to teachers and educators, explored inclusive educational strategies and tools to inspire more girls to enter science, technology, engineering, and mathematics (STEM) fields.
Justine Sass, Chief of the Section for Education for Inclusion and Gender Equality at UNESCO, opened the discussion by recalling in today's world. In addition to the professional opportunities they offer, these disciplines develop indispensable analytical, critical and transversal skills, well beyond purely scientific careers. The expert stressed the importance of STEM in resolving major societal challenges, from health crises to the development of artificial intelligence and the energy transition.
There are many factors that influence young girls' access to STEM careers: the family environment, the school and university setting, but also persistent social and cultural norms. To encourage greater access to the sciences, it is essential that schools inform families about academic and professional opportunities, while putting in place support systems capable of combating the most widespread misconceptions.
On this topic, UNESCO is committed to working with countries to improve access to educational resources, in the classroom and highlight inspiring female figures in science. The UNESCO-L'Oréal ‘For Women in Science’ programme plays a key role in highlighting exemplary women scientists, helping to break down gender stereotypes.
Parental involvement is key to encouraging girls to pursue a career in science. We need to make them aware of the opportunities and deconstruct preconceived ideas.
The discussion continued with Loukaïya Zorobouragui, a PhD in agricultural sciences and laureate of the L'Oréal-UNESCO 2024 Young Talent Award for Sub-Saharan Africa. She shared her experience of the impact of gender stereotypes on girls' career choices. For example, school textbooks and the imagery associated with STEM influence the perception of scientific careers. What's more, classroom interaction often tends to appeal more to boys, reinforcing the idea that science is a male domain.
To reverse this trend, it is vital to ensure balanced representation in educational content and to foster a learning climate in which all students, girls and boys alike, can assert themselves. Various initiatives have already proved their worth: coding camps in Africa, robotics workshops in Kenya and science competitions in Nigeria. Mentoring programmes also play a fundamental role in providing girls with inspiring role models and a support network.
Encouragement and representation count: when girls see themselves in successful role models, they are more likely to project themselves into these careers.
While educational initiatives and strategies are helping to attract more girls to STEM, it is equally essential to understand their aspirations and the obstacles they face.
Geritte Laurina Bakala, a public officer and teacher at the Lycée NGANGA EDOUARD in Brazzaville, highlighted the importance of offering young girls a space for listening and dialogue. Understanding their aspirations, deconstructing preconceived ideas and providing them with appropriate resources are essential steps in supporting them on their scientific journey. Media literacy also plays a key role in showing young girls that they have a place in science. Deconstructing the beliefs that limit their ambitions involves raising awareness among families and highlighting inspiring stories.
In some countries, social norms and expectations still convey the idea that young women are not destined for professional careers, let alone scientific careers. Deconstructing these beliefs means promoting inspiring role models, raising awareness among families and showing girls that they have a full place in these rapidly evolving fields.
Girls should not be reduced to their grades, but their efforts and progress should be valued. Better guidance and awareness are essential to open the doors of science to them.
This masterclass highlighted concrete strategies and solutions for increasing the presence of girls in STEM. By mobilizing families, schools and role models, it is possible to remove the barriers that still hold back too many scientific vocations. UNESCO is continuing its commitment to guaranteeing equitable access to STEM, so that all young girls can envisage a scientific future that reflects their ambitions.
This event was made possible thanks to the support of the ENGIE Foundation and the collaboration of 6C Conseil.
