Solving a sy-STEM-atic problem

The sy-STEM:

One of the areas in which gender inequality is most evident is in STEM. This is an issue that has been going on for a long time; it has been imposed by society until it became the norm. Women make up only 34% of the STEM workforce, with the lowest representation of 16.1% being in engineering. These numbers are a result of the stereotypical norms that have been imposed by society for decades. It has been incorporated into our knowledge until we perceive it as normal. It's just how the system works. It is time to not only question these behaviors, but most importantly, we have to start taking action in order to change this reality. Let’s solve this sy-STEM-atic problem.

So why does this happen? Due to the stereotypical belief that men are better at STEM subjects, women are often discouraged from pursuing them. This can be clearly seen in the survey by Microsoft that found that young girls in Europe become interested in STEM subjects around the age of 11 and then quickly lose interest when they’re 15 (MSFT). It is therefore very important to solve the problem from its root, where it begins, which is within 4 years of a girl's adolescence. At school, girls are constantly exposed to prejudices in different subjects, through pictures in textbooks, and sometimes even from teachers. This therefore leads to math anxiety and stigma over the areas of STEM. How are girls supposed to believe in themselves when nobody around them does? when there is no attainable vision, goal, or success visible?

The importance of role models

This is where the importance of role models comes into play. Through role models, people can see a dream becoming feasible and realize that it opens concrete and attainable opportunities. Seek a clear path. Anybody can be a role model, an example to follow. You, or me, or anybody. We have the capacity to make ourselves visible and inspiring to broaden somebody’s perspective, mindset, and goals. In my case, as a student in high school, I act as a direct example to follow for young students in primary school. They can feel more identified with me than with a teacher, as they can actually see that not so long ago I was in the same place as them. Seeing all the progress I have made can inspire them to do the same thing and believe that they can do anything they propose themselves.

Apart from acting as role models, we should highlight the achievements and contributions of a diverse range of scientists of all genders and backgrounds to help provide a broader understanding of the subject. Women who worked hard and achieved important things in STEM act as a symbol of our incredible potential and how far we can get. Transmitting that dream and that possibility to young girls will prevent their detachment from these areas.

Other strategies

A very effective way of increasing girls’ interest in these subjects is by promoting opportunities to show them their potential and talent. Female competitions and olympiads often accomplish this objective. They make girls feel more comfortable being around other girls and have expectations for higher results. Once their outcome becomes good, their confidence starts to boost, and math anxiety can be reversed. These activities therefore have the potential to provoke or create a strong interest in and passion for STEM subjects.

Diversity

The world is undergoing lots of changes, which means jobs in STEM are becoming more and more relevant. It is crucial that both girls and boys feel encouraged and empowered to pursue these types of careers. We, as a society, have to recognize that both girls and boys have large contributions to make to the world and have enormous potential in the areas of STEM, and therefore should have the same opportunities to pursue them.

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