A significant gender gap persists in many STEM fields. To mark International Day of Women and Girls in Science, we look at how early intervention and collaboration between the private, charity and education sectors can accelerate progress towards gender parity and inclusion.11 February marks International Day of Women and Girls in Science: the UN’s annual day dedicated to promoting the full and equal access of girls and women in science, technology, engineering and maths (STEM).Whilst the STEM sector is continuing to grow rapidly – with over 1.9 million STEM professionals needed in the UK by 2035 – women remain underrepresented in many areas of the industry, including computer science, AI and engineering. Government figures show that women still only make up around a quarter of the total STEM workforce, as well as typically earning less than men.Barriers exist for women and girls in STEM at multiple levels, from school to home, the workplace to wider society. The all-pervasive nature of these challenges makes it a difficult cycle to break. Yet closer partnerships between the private, charity and education sectors offers cause for optimism and opportunities to accelerate the pace of change. By pooling resources and taking targeted, collective action to improve learning and networking opportunities in STEM, we can make progress in addressing the gender imbalance at an early age.Understanding the barriers. It is important to understand that societal norms and stereotypes influence the interests and career ambitions for both girls and boys from a young age. For example, a joint UCL study into children’s career aspirations found that boys tend to be attracted to technical and physical occupations, and girls to caring and creative jobs. Of the 13,000 UK primary school children surveyed, nearly double the number of boys wanted to become scientists compared to girls, and over four times as many boys wanted to become engineers (civil, mechanical, electrical) than girls.These stereotypes are then embedded further by a lack of female role-models pursuing STEM education and related careers, to provide much needed leadership, visibility and mentorship to other women and girls. Tellingly, less than half of British adults can name a female scientist, according to a poll commissioned by Teach First. A lack of clear representation makes it difficult to challenge the stereotypes learned early on. Once women do enter the STEM workplace – despite already competing against the odds – barriers continue to exist that disadvantage women pursuing STEM related careers. Bias in the recruitment and promotion processes afford opportunities disproportionately to men, whilst workplace cultures, processes and policies in often male-dominated environments may not be conducive to nurturing and supporting female talent. This can range from lack of sponsorship opportunities for women to poor flexible working policies. According to the STEM Returners Index 2023, 24% of women returning to the engineering industry after a career break report recruitment bias, compared to 9% of men.Growing awareness of the root causes of these gender imbalances is a step in the right direction. However, understanding must translate into action. This is where partnerships between private companies, charitable organisations and the education sector can play an important role in shifting the needle towards gender parity and inclusion.Intervening early to challenge stereotypesAs a priority, we need to focus efforts at an early age before unhelpful stereotypes take hold. Whilst change and interventions are clearly needed at all levels to break the cycle of underrepresentation, given data shows that gender stereotypes are already embedded by the age of seven, we must begin tackling them before then.The education sector is an obvious battleground for changing stereotypes, thanks to the direct, formative role teachers and schools play in shaping children’s perceptions of the world. However,...

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