In many countries, stereotyped teaching and materials reinforce boys\u2019 identification with science. For instance, surveys in Latin America found that up to 20% of math teachers believed mathematics is easier for boys, a bias shown to undermine girls\u2019 confidence. Similarly, experiments reveal that professors rated identical applications from female science students as less competent than those from males. These stereotypes and biases \u2013 in classrooms, textbooks, homes and workplaces \u2013 create a \u201cleaky pipeline,\u201d where talented girls are channeled away from STEM by invisible barriers.<\/p>\n\n\n\n Global research identifies several key barriers for girls in STEM, often interlinked:<\/p>\n\n\n\n Collectively, these factors mean that girls\u2019 high academic achievement in early schooling doesn\u2019t translate to STEM careers. For example, girls in many countries match or exceed boys in math\/science proficiency, yet globally women make up only about 22\u201329% of STEM professionals<\/strong> (estimates vary by field and region). This discrepancy \u2013 the \u201cdouble bind\u201d of performing well but being underrepresented \u2013 underscores the role of social and cultural barriers over ability.<\/p>\n\n\n\n Many of the global factors above are pronounced in India, where gender norms and resource gaps intersect. India actually stands out for having a relatively high share of women enrolling in STEM classes, yet their numbers still dwindle. For instance, one analysis finds that women make up about 43% of all STEM graduates in India<\/strong> (the highest rate globally), yet only 27% of these women enter STEM careers. Engineering is even more skewed: Indian women accounted for just 30.2% of undergraduate engineering enrolments in 2020\u201321<\/strong>, down from 33.7% in 2012. In popular fields like Computer Engineering, women were only ~34% of students.<\/p>\n\n\n\n These gaps reflect both demand-side and supply-side issues. On the supply side, many government schools \u2013 especially in rural areas \u2013 simply lack STEM infrastructure. A report by Smile Foundation notes that only 32% of India\u2019s schools have a computer and only 24% a \u201csmart\u201d classroom. In village schools, students may never see basic science lab equipment. <\/p>\n\n\n\n Culturally, rural girls face greater discouragement: girls in rural India are 40% less likely than boys to pursue STEM subjects after primary school Early marriage and household expectations can force girls to drop out of school before 10th grade. Safety concerns, long commutes and household chores also disproportionately affect girls\u2019 attendance.<\/p>\n\n\n\n On the demand side, Indian society often steers talented girls away from STEM. Widespread attitudes frame science and technology as masculine fields. Even in urban middle-class families, parents may pressure daughters to choose medicine, teaching or arts over engineering, fearing that STEM careers demand long hours or relocation. A Smile Foundation analysis attributes the decline of women in engineering largely to societal perceptions and workplace challenges<\/strong>. <\/p>\n\n\n\n Economic factors play a role too: STEM degrees (engineering, tech) are expensive and with limited family resources some girls are pushed toward lower-cost degrees. An IWWAGE study highlights that when budgets are tight, Indian families often invest in sons\u2019 technical education rather than daughters\u2019.<\/p>\n\n\n\n The Annual Status of Education Report (ASER 2023) found that of all Class XI+ students, only about 31.7% were in STEM fields (Physics, Chemistry, Math, Biology), vs 55.7% in Arts\/Humanities. Within that small STEM cohort, girls \u2013 especially from rural or disadvantaged backgrounds \u2013 are a minority. Even those who graduate in science or engineering face attrition: workplace surveys indicate women hold just 26% of India\u2019s data-science and AI jobs and only 15% in engineering roles. Thus India mirrors the global trend: good academic performance by girls at school does not translate into equal representation in STEM professions<\/strong>.<\/p>\n\n\n\n Across India and the world, gender stereotypes play out early. Children internalise notions that boys are \u201cgood at math\u201d and girls are \u201cgood at reading.\u201d Studies of classroom dynamics show that boys often get more attention in science class and girls receive less encouragement to explore. In India, this can mean that by middle school girls start to self-select out of advanced science courses. Without visible female scientists around them, many girls assume \u201cscience isn\u2019t for me.\u201d This is reinforced by media and advertising: most technology and engineering-related ads feature men. Role models and mentors are crucial \u2013 when girls see women succeeding in STEM, it challenges stereotypes.<\/p>\n\n\n\n In higher education and work, institutional biases<\/strong> become evident. Indian data suggest that even when women enroll in STEM degrees, far fewer stay. For example, between 2013\u201314 and 2021\u201322, India saw a 43% drop in women taking postgraduate engineering and IT courses. Experts attribute this to factors like lack of flexible hours, limited maternity leave and few women-friendly policies. Female engineers report being sidelined for fieldwork or assignments due to \u201csafety\u201d excuses. In corporate tech, women often hit a career ceiling as promotions favour male employees. Such workplace barriers not only deter entry but also push many women out of STEM jobs.<\/p>\n\n\n\n A broader intersectional factor<\/strong> in India is caste and class. Research indicates that girls from lower socioeconomic backgrounds face compounded obstacles: fewer schools, financial poverty and in some cases, discrimination at home or school. There are reports of Dalit girls experiencing harassment<\/a> and leaving college. Unfortunately, much of this data is qualitative, but it underscores that the issue is not just gender \u2013 it\u2019s gender plus other vulnerabilities. This aligns with UN Women\u2019s observation that STEM gaps are largest for girls facing multiple disadvantages<\/strong> (poverty, disability, caste, etc.).<\/p>\n\n\n\n The cumulative effect of these biases is that the transition from education to employment<\/strong> in STEM is much smaller for women. UNESCO\u2019s Cracking the Code <\/strong>research shows that globally women earn just 35% of STEM degrees but only about 22\u201329% of STEM jobs (lower still in many tech fields). Similarly, World Bank analysis finds women are over 50% of university grads but only 34% of researchers. In India, recent data tell a similar story: despite one of the world\u2019s largest young populations of female graduates, women are under 30% of engineering and tech professionals. This \u201cpipeline leak\u201d happens because at each stage \u2013 subject choice, college specialisation, job entry and career retention \u2013 women drop out at higher rates than men.<\/p>\n\n\n\n Studies also highlight the feedback loop<\/strong> of stereotypes and confidence. Girls who are constantly told (even subtly) that boys are better at science tend to lose confidence, which in turn affects their class participation and exam performance. Over time, a girl\u2019s interest in STEM may wane for lack of positive reinforcement. <\/p>\n\n\n\n In India, concerted efforts have increased girls\u2019 school enrolment, but making STEM relatable and accessible requires changing deep-rooted attitudes. Even the way STEM is taught \u2013 often by rote and with few interactive experiments in government schools \u2013 can fail to spark girls\u2019 curiosity.<\/p>\n\n\n\n Recognising the gap, the Indian government and international organisations have launched initiatives to boost girls in STEM. For example, Atal Innovation Mission (AIM)<\/strong> has set up thousands of tinkering labs in schools (over 10,000 nationally) to encourage hands-on science learning among students \u2013 and many of these explicitly target girls The Rashtriya Avishkar Abhiyan <\/strong>promotes science fairs and mentorship in rural schools, often with a focus on girl students. <\/p>\n\n\n\n The National Education Policy 2020 even mandates coding education from primary grades<\/strong>, which could help normalise tech from an early age. However, reports note that only about half of school STEM policies<\/a> specifically include measures for girls. Internationally, UNESCO and UNICEF emphasize training teachers in gender-sensitive pedagogy and distributing feminine hygiene products to keep girls in class. UNESCO\u2019s Cracking the Code <\/strong>and other studies have spawned advocacy campaigns (e.g. \u201c#GirlsCrackTheCode\u201d) to raise awareness.<\/p>\n\n\n\n Beyond policy, civil society and the private sector have crucial roles. Non-profits run after-school science clubs, scholarship programmes and campaigns to encourage girls. Companies host \u201cGirls Who Code\u201d\u2013style workshops and offer internships to young women. <\/p>\n\n\n\n The Times of India reports that India\u2019s tech industry has launched skilling programmes: for instance, the Nasscom Foundation <\/strong>collaborates with tech firms to train female STEM graduates in coding and data skills. These efforts acknowledge that women also need mentorship and networks to navigate STEM careers. Early results show promise: where dedicated programmes support girls (with resources, female instructors and encouragement), more girls stay in STEM tracks.<\/p>\n\n\n\n Smile Foundation has implemented several programmes directly addressing these challenges. Our Mission Education <\/strong>initiative brings hands-on science resources to underserved schools. For example, Smile sets up mini science centers and resource kits<\/strong> in government schools, supplies Do-It-Yourself learning kits and organises science clubs and fairs. Teachers receive training in inclusive STEM pedagogy so that girls are actively engaged. The effect is a shift from passive rote learning to active exploration: students (especially girls and first-generation learners) become curious scientists.<\/p>\n\n\n\n Empowering rural schoolgirls in STEM.<\/strong> To counter the lack of role models and labs, Smile also creates supportive environments for girls. In rural innovation ecosystems, we run \u201cgirls in STEM\u201d<\/em> workshops and mentorship drives where local role models (female engineers, scientists) share their stories. Our STEM labs and fairs have led to a an increase in girls\u2019 participation in science activities. In one Uttar Pradesh project (in partnership with CooperSurgical), Smile opened a science lab for girls in a Kasturba Gandhi Balika Vidyalaya (a residential girls\u2019 school). There, village girls build circuits, run experiments and present projects \u2013 experiences which improve their understanding of science and math and bolster confidence.<\/p>\n\n\n\n![\"\"](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2025\/10\/ChatGPT-Image-Oct-22-2025-01_31_09-PM.png\")
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Gender Gaps in STEM in the Indian Context<\/strong><\/h2>\n\n\n\n
Gender Gaps in STEM<\/strong>: Stereotypes, Biases and Systemic Factors<\/strong><\/h2>\n\n\n\n
Bringing Data to Life: The \u201cLeaky Pipeline\u201d<\/strong><\/h2>\n\n\n\n
Government and Civil Society Responses<\/strong><\/h2>\n\n\n\n
Smile Foundation\u2019s Initiatives for Girls in STEM<\/strong><\/h2>\n\n\n\n