The future of girls in STE(A)M
Female education in STE(A)M refers to the representation of girls and women in the fields of Science, Technology, Engineering and Mathematics (STEM). The inclusion of the «A» signifies a more artistic, creative and innovative use of science and technology. Creative industries and artificial intelligence (AI) have transformed the way we perceive science and technology. As a result, there is a need to broaden the concept thanks to this «A» that allows for innovation in a constantly evolving world through the search for new methods to address new challenges. In recent decades, the proportion of women who have completed tertiary education has consistently increased, effectively reversing historical gender disparities. In today’s context, women in almost all OECD countries are more likely than men to hold a university degree. However, when pursuing higher education, women still tend to choose academic fields that often lead them away from science and technology. Women’s participation in fields related to education (80%), health (80%), and social sciences (70%) has remained relatively stable since 2005. Between 2005 and 2020, the percentage of new female graduates in engineering has remained nearly unchanged, hovering around 25% within the OECD. Over the same period, the percentage of female graduates in ICT-related fields has decreased by approximately 3%, representing only 20% of the total student population in this field, despite its widespread recognition and high employability in today’s job market.
Closing the gender gap in Science, Technology, Engineering, and Mathematics education fields could play a vital role in diminishing occupational segregation. Simultaneously, it would tackle skills shortages and contribute to the growth of female employment. Ultimately, this would also foster economic growth by boosting productivity and expanding participation in the labour market. While various countries have implemented diverse strategies to enhance women’s engagement in STE(A)M, none have achieved significant success thus far. It is now opportune to adopt a coordinated international approach that unites key stakeholders in addressing the gender gap in STE(A)M more effectively. This approach should leverage data, international research, and peer learning to drive meaningful change.
Within the framework of the Presidency of the European Union, both the OECD and the Spanish Ministry of Education and Vocational Training have united to raise global awareness about the importance of women’s participation in STE(A)M careers by organising a significant international conference dedicated to the future of girls in STE(A)M.
Why the Internacional Conference: The future of girls in STEAM?
Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce occupational segregation while addressing skills shortages and increasing the employment and productivity of women.
Countries have developed many efforts to increase women’s participation in STEM fields, however, no nation has successfully completed the task.
It is the main reason of the conference, which is developed by the OECD and the Ministry of Education and Vocational Training of Spain, to share experiences and ideas, such as those which are in the Alianza STEAM website, trying to focus the problem in order to get solutions.
Agenda International Conference The future of girls in STE(A)M.
It is time for a coordinated international approach to bring leading stakeholders together to drive more effective change considering international data, empirical research, and peer learning.
