7 days ago
Why women dropout of STEM careers despite high enrollment
Despite high enrolment numbers of girls in STEM education in many parts of the world, including India, a significant gender gap continues in STEM careers. According to the UNESCO Global Education Monitoring Report, women make up only 35% of STEM graduates globally. This number has not changed much in the last 10 years. The workforce numbers are even more concerning: women comprise just 26% of professionals in Data Science and AI, 15% in Engineering, and only 12% in Cloud Computing.
India's case is similar. Nearly 40% of students enrolled in STEM higher education are women but, when it comes to the workforce, women account for only 14-27% of STEM professionals, as per data from the Ministry of Science and Technology. This raises the question: why are so many women leaving STEM before entering or advancing in their careers?
Reasons
This is due to several roadblocks such as lack of mentorship, workplace biases, fewer role models, limited support during life transitions such as marriage or motherhood, and deeply rooted social expectations. But one of the most critical, and often overlooked, reason is school, where interests are formed, self-belief is shaped, and future goals take root.
Often, girls are not encouraged to see STEM careers as relevant to them. Gender-neutral career guidance is still not widespread, and many career-counselling sessions reinforce traditional roles instead of broadening horizons. Teachers, parents, and even peers may unintentionally signal that subjects such as Engineering or Computer Science are better suited for boys. This narrows the range of options girls feel confident pursuing. It is often not a lack of skill or interest that holds girls back, but the lack of encouragement and belief from their surroundings.
Classroom changes
Teachers play a powerful role in either widening or narrowing these career pathways. Small changes in classroom behaviour can make a big difference. For instance, giving girls equal opportunities to lead science projects, encouraging them to participate in robotics competitions, or just calling on them to answer technical questions helps build confidence.
In a government school in Rajasthan, after teachers were trained in inclusive STEM instruction, girls' participation in science exhibitions doubled in a year. One teacher noted that simply showing video clips of Indian women scientists like Tessy Thomas or ISRO's Ritu Karidhal during classroom sessions sparked more questions and discussions from girls, who said they had never seen someone like them in those roles before.
Teacher training
Despite their influence, most teachers do not receive training on how to identify or reduce gender bias. In practice, this means boys often dominate lab work, are asked more technical questions, or are given leadership positions in group tasks. Over time, girls may internalise the belief that STEM is not for them.
Organisations working with school systems have found that teacher training focused on gender-responsive teaching can shift this. A project by Pratham Education Foundation reported that, after implementing such training, the number of girls voluntarily joining STEM clubs in schools rose by 46% over one academic year.
The goal is not to introduce separate curriculums for girls, but to make sure existing systems work equally well for everyone. This includes creating classrooms where curiosity is rewarded, mistakes are seen as learning steps, and every student, regardless of gender, is encouraged to take part.
The challenge ahead is clear: we must move beyond enrollment and focus on building strong pathways that carry girls through to fulfilling STEM careers. With early career guidance, teacher support, mentorship, and role models, we can begin to close the gender gap not just in classrooms, but in workplaces and research labs too.
The writer is CEO and Co-Founder of STEMROBO Technologies.
