Gender Inequality in STEM: Has Progress Been Made?
Over the last few decades, gender inequality in STEM—Science, Technology, Engineering, and Mathematics—has emerged as a focal point in global policy, research, and education discourse. While measurable progress has been made in some areas, persistent structural and cultural barriers continue to undermine efforts towards achieving true gender parity. This is as relevant in Ireland and the wider EU as it is globally. In exploring the advances and ongoing challenges, particularly as they pertain to students, it becomes clear that addressing gender disparities in STEM is an evolving, multifaceted endeavour.
According to the European Commission’s She Figures 2021 report, women represent nearly half of all doctoral graduates in the EU (48.1%) but are significantly underrepresented in STEM disciplines. In the fields of engineering, manufacturing, and construction, for example, only 26.5% of doctoral graduates are women. In information and communication technologies (ICT), the number falls to just 21.7% across the EU. The Irish context reflects a similar pattern. A 2023 report from the Higher Education Authority (HEA) found that women make up 52% of undergraduate students in Ireland but account for only 24% in engineering and technology programmes. Despite Ireland’s robust technological sector, a gender gap in enrolment, academic progression, and industry leadership remains entrenched.
Nonetheless, it would be inaccurate to suggest that there has been no progress. A growing emphasis on policy-driven change has led to increased visibility and action. The Irish government’s STEM Education Policy Statement 2017–2026 identified gender inclusion as a key objective, promoting initiatives such as the “Smart Futures” programme, which connects students—particularly girls—with STEM role models in industry. Moreover, institutions like Trinity College Dublin and University College Cork have adopted the Athena SWAN Charter, which promotes gender equality in higher education and research. These efforts are mirrored at the EU level by the Horizon Europe programme, which mandates gender equality plans for institutions receiving funding.
Globally, the picture is complex. UNESCO estimates that only 35% of STEM students in higher education are women, with large regional and disciplinary disparities. In countries like Sweden, Finland, and Latvia, female representation in science-related university programmes is relatively high, while in others—such as Japan or Switzerland—gender imbalances remain stark. Cultural norms, educational pathways, and labour market expectations play crucial roles in shaping these trends. In many cases, girls face implicit bias from a young age, including gendered perceptions about mathematical ability and the lack of visible female role models in science and engineering.
For students, these systemic challenges often translate into lived experiences of exclusion, microaggressions, and diminished confidence. A 2020 study conducted by Engineers Ireland found that female students in engineering courses reported feeling isolated in male-dominated classrooms and perceived a lack of mentorship and encouragement compared to their male peers. This phenomenon, sometimes referred to as the “chilly climate,” has been widely documented in academic research and continues to influence retention rates for women in STEM degrees and careers.
Intersectionality compounds these challenges. For women of colour, LGBTQ+ individuals, and those from socioeconomically disadvantaged backgrounds, the barriers to participation in STEM are often higher and more complex. According to the EU Agency for Fundamental Rights, migrant and ethnic minority women in Europe face structural discrimination not only in access to education but also in academic advancement and employment opportunities. These issues are insufficiently addressed by current diversity policies, which often take a one-size-fits-all approach that overlooks the compounded effects of multiple forms of exclusion.
One of the more promising developments in recent years is the rise of grassroots student-led organisations and peer networks working to address gender imbalances from the bottom up. Groups such as WiSTEM (Women in STEM) at University College Dublin and Girls in Tech Ireland provide mentorship, networking opportunities, and advocacy platforms for students navigating male-dominated fields. These organisations challenge traditional hierarchies in academia and industry by promoting peer solidarity and community-building—strategies that are particularly effective in countering isolation and fostering resilience.
Digital platforms have further amplified the ability of students to engage in activism, share experiences, and mobilise support. Campaigns such as #ILookLikeAnEngineer and #WomenInSTEM have garnered international attention and inspired a new generation of students to speak out against sexism and advocate for change. However, digital advocacy also opens new fronts for harassment and online abuse, which disproportionately affect women and marginalised individuals in STEM. The EU’s Digital Services Act (2022) acknowledges the need for a safer online space, but practical enforcement and protection mechanisms remain inconsistent.
Industry engagement is another area of growing importance. Many multinational tech companies with headquarters or large campuses in Ireland—such as Google, Microsoft, and Intel—have made public commitments to increase gender diversity. While some have implemented internship and scholarship schemes aimed at women in STEM, progress has been uneven. A 2022 report by Balance for Better Business found that just 14% of CEO roles in Ireland’s largest companies are held by women, and technical leadership positions remain overwhelmingly male. The “leaky pipeline” effect—where women gradually drop out of STEM as they advance in their careers—is still a major concern, underscoring the need for systemic reform in both education and employment.
In addition to structural interventions, curricular reform is increasingly viewed as essential. Efforts to incorporate gender-sensitive pedagogies and inclusive teaching materials into STEM education can help deconstruct stereotypes and encourage more equitable participation. A pilot programme led by the Irish National Council for Curriculum and Assessment (NCCA) explored gender-aware teaching strategies in secondary school science classes, with promising results. Similarly, EU-funded projects like Hypatia and Gendered Innovations offer frameworks for integrating gender analysis into science curricula and research methodologies.
Despite these efforts, a cultural shift is still necessary. Progress in policy and institutional metrics must be matched by changes in attitudes, values, and everyday practices. As long as STEM is perceived as a masculine domain—rewarding competitiveness, abstraction, and detachment over collaboration, creativity, and social relevance—the gender gap will persist. Encouragingly, there is growing recognition of the importance of inclusivity not just as a matter of fairness but also as a driver of innovation. Studies show that diverse research teams produce more impactful science, and companies with gender-diverse leadership are more profitable on average (Hunt et al., 2020).
In conclusion, while progress has been made in addressing gender inequality in STEM, significant challenges remain, particularly for students navigating the academic and cultural terrain of science and technology. In Ireland, the EU, and globally, achieving gender equity in STEM requires a sustained, intersectional, and collaborative approach—one that centres the voices of students and supports them at every stage of their education and early career. Only then can the full potential of science and innovation be realised by all.
References
European Commission (2021). She Figures 2021.
Higher Education Authority (2023). Key Facts and Figures: Higher Education 2022/23.
Department of Education and Skills (2017). STEM Education Policy Statement 2017–2026.
UNESCO (2021). Cracking the Code: Girls’ and Women’s Education in STEM.
Engineers Ireland (2020). STEM Education in Schools: Challenges and Opportunities.
Hunt, V., Prince, S., Dixon-Fyle, S., & Yee, L. (2020). Diversity Wins: How Inclusion Matters. McKinsey & Company.
Balance for Better Business (2022). Report on Gender Balance in Business Leadership.
EU Agency for Fundamental Rights (2020). Being Black in the EU.
National Council for Curriculum and Assessment (2021). STEM in the Junior Cycle: Gender Equality in Practice.
Hypatia Project (2018). Toolkit for Gender Inclusion in STEM Education.
Gendered Innovations (2022). Methods of Sex and Gender Analysis. Stanford University.
