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Caption: We’ve got a problem. By the time a girl is six years old, the world has often already started telling her that science isn’t for her. Research shows stereotypes… more We’ve got a problem. By the time a girl is six years old, the world has often already started telling her that science isn’t for her. Research shows stereotypes about girls being less interested in STEM appear as early as first grade. And here’s the troubling part: stereotypes about interest are often more powerful than stereotypes about ability. So before many girls even get the chance to discover whether they like science… the message is already there. “This isn’t for you.” As students move through school, those early messages show up in classrooms. In many physics and advanced maths classes, girls become the minority. About 63% of high school students say they don’t have a role model in STEM — and that matters, because role models help people imagine themselves in that future. Students who leave STEM degrees often report significantly lower feelings of belonging than those who stay. And that gap isn’t experienced equally — research shows women of colour are the least likely to feel they belong. Even in STEM careers, many women report isolation and “old boys’ club” cultures. Too often, staying in the field requires sheer perseverance. But it doesn’t have to be this way. One of the strongest predictors of girls staying in STEM is social inclusion. When students collaborate, build things together, and support each other, belonging grows. This International Women's Day, let’s stop telling girls what they’re supposed to be interested in. Let’s show them they belong. #InternationalWomensDay #WomenInSTEM #GirlsInSTEM #Science #WomenInScience References: A. Master, A.N. Meltzoff, & S. Cheryan (2021). https://doi.org/10.1073/pnas.2100030118 Altindis, N., Ocheni, C. A., Tong, Y., & Obafemi, K. (2025). https://doi.org/10.3390/educsci15091217 Rainey, K., Dancy, M., Mickelson, R. et al. (2018). https://doi.org/10.1186/s40594-018-0115-6 Prieto-Rodriguez, E., Sincock, K., Berretta, R. et al. (2022). https://doi.org/10.1057/s41599-022-01136-1 less
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