Examining the Gender Gap in STEM (Science Technology Engineering and Mathematics): A Case Study on Selected Schools

The study aims to examine the gender gap in STEM education by investigating the impact of teacher training on reducing the gender gap in STEM education, evaluating the effectiveness of mentor-ship programs for supporting girls in STEM education, and identifying the key factors that lead to girls dropping out of STEM programs in high school. The study revealed that, teacher support includes speaking to students as equals, providing equal opportunities to all genders. Teachers should assume that everyone is interested in STEM and structure lessons accordingly. Providing teachers with more engaging and relatable STEM curriculum, such as labs and hands-on projects, the kinds of activities that have proven to help retain girls’ interest in STEM over the long haul. Gender stereotypes and lack of role models affect girls’ interest in STEM from an early age. Yet, even when women get STEM degrees, many do not pursue STEM jobs. Gender discrimination and bias at work also discourage women from entering or remaining in STEM jobs. One way to combat this issue is by having women who are already established in STEM fields mentor girls – which offers a multifaceted approach to expand their STEM choices by introducing role models, building support systems, and providing knowledge about STEM topics and opportunities. Girls begin losing interest in STEM around age 11, a trend that worsens throughout secondary school. The reasons range from peer pressure, to a lack of role models and support from parents as well as teachers, to a general misperception of what STEM careers look like in the real world.