A troubling paradox persists in the world of science, technology, engineering, and mathematics (STEM). While women are now earning more than half of all bachelor's degrees in the biological sciences, they receive only about one in five degrees in engineering and computer science.
This stark divide raises a critical question: what invisible forces are channeling women's ambitions into some scientific fields and away from others? New research reveals that the answer lies not in aptitude, but in powerful, often unspoken, gender stereotypes that take root surprisingly early in life.
For decades, efforts have focused on getting more girls interested in STEM. These campaigns have seen significant success, but the gains have been strikingly uneven. National data shows that women now earn 60% of degrees in biological sciences, yet only 21% of degrees in computer science and engineering 4 . This suggests that the problem is not a general lack of interest in science, but a specific filtering of women away from certain fields.
The core of this issue may lie in what young people believe about who belongs where. A pivotal 2025 study from the University of Houston, published in the Proceedings of the National Academy of Sciences, investigated this very phenomenon 4 .
The research team, led by assistant professor Allison Master, found that students do not view all STEM subjects through the same lens.
When asked to picture an engineer or a computer scientist, boys and girls alike were likely to visualize a man. However, the tide has begun to turn for math and science, with girls now being slightly favored or seen as equals to boys in these subjects 4 . This indicates a fractured landscape of stereotypes, where some doors have opened while others remain firmly shut.
The University of Houston study sought to determine whether children and adolescents hold different gender stereotypes about various STEM fields, and to what extent these beliefs influence their sense of belonging and interest in pursuing those fields 4 .
The researchers collected and analyzed data from two extensive surveys involving more than 2,700 students from elementary, middle, and high school in both New England and the Southern United States. This large, diverse sample allowed them to track perceptions across different age groups and geographic regions 4 .
Students were surveyed on their beliefs about gender and ability in different subjects. They were asked questions designed to uncover implicit associations, such as which gender is "better at" or "more interested in" engineering, computer science, math, and science 4 .
The findings were clear and consistent. From a young age, boys and girls internalize the idea that engineering and computer science are masculine domains 4 . This belief strengthens as they grow older, creating a significant barrier to entry.
The study's analysis showed that these perceptions directly impact a student's feeling of belonging. If a girl does not see people like her in a particular field, she is less likely to feel she belongs there. As Master states, "If we can change their perceptions, they feel like they can belong in these fields" 4 .
This sense of belonging is a powerful predictor of whether a student will pursue a subject in college and beyond. The study demonstrates that the gender gap in undergraduate applications is not a reflection of ability, but rather a consequence of a pervasive cultural signal that tells young women, "This is not for you."
The following data visualizations synthesize information from global reports and the research above, painting a clear picture of the disparities women face from the classroom to the career.
Addressing the gender application gap requires a multi-faceted approach. Researchers and educators are using a variety of "tools" to dismantle stereotypes and create more inclusive environments.
Educates students about the systemic obstacles women face in STEM, making invisible barriers visible and discussable 5 .
Allows girls to try coding and engineering activities in a low-stakes environment, building confidence and competence before stereotypes solidify 4 .
Equips young women with practical strategies to navigate and respond to discrimination, helping them persist when they encounter challenges 5 .
Creates supportive peer networks where women can explore their interests without feeling like a minority .
The challenges for women in STEM do not magically disappear once they submit their undergraduate applications. The "leaky pipeline" phenomenon, where women gradually leave STEM at various career stages, remains a serious issue 1 .
Women in STEM report facing a range of barriers in the workforce, including feeling undervalued, dealing with dismissive managers, workplace alienation, and limited career growth opportunities 7 .
Furthermore, the scarcity of women in senior and leadership roles creates a cycle where young female students lack visible role models to inspire their own journeys 1 7 .
Initiatives like Duke University's "Assessing and Improving Girls' and Women's Math and STEM Identity" project are taking a proactive approach. This project focuses not just on skills, but on preparing young women for the biases they may face, while also nurturing pride in their identity as capable STEM professionals 5 .
The journey to true gender equity in STEM is far from over. The divide between fields like biology and engineering is a powerful reminder that solving this challenge requires a targeted approach. We must move beyond simply encouraging girls to "like science" and begin the harder work of dismantling the field-specific stereotypes that push them away from certain disciplines.
By changing the narrative, providing early positive exposure, and building supportive environments, we can send a new, powerful signal to the next generation.
It's a signal that tells every young woman that all scientific doors are open to her, and that her perspective is not just welcome, but essential for building a better, more innovative future. As the research from the University of Houston concludes, "There's so much that these children can contribute if they felt like all these doors were open to them" 4 .