Details
- Identification
- ISBN: 978-92-68-06836-6, DOI: 10.2766/260477, Catalogue number: NC-07-23-332-EN-N
- Publication date
- 11 July 2024
- Authors
- Directorate-General for Education, Youth, Sport and Culture | Network of Experts on the Social dimension of Education and Training (NESET)
- Geographical scope
- European Union
- Level of education focus
- Early childhood education and care (ECEC)
- Higher education
- School education
- Thematic areas covered
- Quality and inclusive education for all
Description
This report aims to consolidate current research findings, policy analyses and best practices in relation to gender disparities in STEM education. A key objective of the report 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.
It has been found that girls often show lower self-efficacy in STEM subjects compared with boys, despite achieving similar or better academic performance. This suggests that confidence plays a crucial role in girls’ decisions to pursue STEM further. In addition, family and the broader societal context are highlighted as playing a vital role in shaping girls’ decisions regarding STEM education and careers. Early exposure to STEM, supportive environments and the overcoming of societal stereotypes are essential to maintaining girls’ interest in STEM fields. Barriers at the level of educational institutions, including curricula that are not gender-inclusive, teaching practices that reinforce stereotypes, and a lack of female role models in STEM, contribute to the gender gap. Gender-sensitive teaching methods and the integration of STEM subjects are identified as strategies to enhance girls’ participation in STEM.
The analysis of EU-funded projects contained in this report reveals several promising practices for addressing the gender gap, such as mentorship programmes, gender-neutral and inclusive teaching approaches, and projects designed to increase girls’ engagement in STEM through hands-on, real-world applications. Innovative pedagogical strategies including problem-based learning and interdisciplinary teaching display potential to boost girls’ interest and self-efficacy in STEM.
Authors
Maria Evagorou, Blanca Puig, Dury Bayram, Hedvika Janeckova
Cite as
European Commission: Directorate-General for Education, Youth, Sport and Culture, Evagorou, M., Puig, B., Bayram, D. and Janeckova, H., Addressing the gender gap in STEM education across educational levels – Analytical report, Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2766/260477
