Today, March 8th, International Women's Day reminds us of the significant progress made in women's rights while also highlighting areas where disparities remain. In STEM, despite equal capabilities, women face cultural and institutional barriers that limit their participation and advancement. Addressing these challenges requires a multifaceted approach that includes changing cultural perceptions, providing support and mentorship, and creating inclusive environments that value and promote women's contributions.

International Women's Day, celebrated annually on March 8th, symbolizes the achievements of women across various sectors while advocating for accelerated gender parity. This day, originating in the early 20th century amidst burgeoning demands for women's rights, saw its first official recognition in 1911 when over one million advocates in Austria, Denmark, Germany, and Switzerland rallied for equitable labor rights, suffrage, and an end to discrimination against women. It was in 1975 that the United Nations started celebrating International Women's Day on March 8th, amplifying its significance in the global dialogue on women's rights and peace.

Despite considerable progress in women's rights and representation, notable challenges persist, especially in Science, Technology, Engineering, and Mathematics (STEM) fields, where women's underrepresentation not only underscores a pressing equity issue but also poses significant economic challenges. STEM careers, critical for innovation and economic growth, require more equitable participation strategies, as highlighted by research that delve into the underlying causes and potential remedies for this disparity.

One study, "Outperforming yet undervalued: Undergraduate women in STEM", casts light on the stark gender imbalance within STEM undergraduate programs, with women constituting only 17% of those opting for a STEM career. This underrepresentation isn't attributed to a lack of women's capability but rather to socio-cultural barriers, including competitive environments and less empathetic teaching methods, which significantly impact women's choices and persistence in STEM fields. The research underscores the necessity of supportive educational environments through mentoring, digital platforms, and faculty awareness workshops to bolster women's engagement and success in STEM.

The publication further explores the nuances between "applied" and "pure" sciences, accentuating the complexity and specialization inherent in STEM fields. Despite various efforts to mitigate the gender gap, the proportion of women graduating from STEM careers remains below 30%, hindered by an array of factors including gender stereotypes, cultural norms, and societal expectations. This disparity is further magnified by socio-economic, cultural, and educational factors in certain countries, highlighting the imperative for comprehensive strategies to encourage women to pursue STEM careers, support their continued enrollment, and strive for gender parity at all educational and professional levels.

Another study "Men, women and STEM: Why the differences and what should be done?" provides a comprehensive exploration into the gender disparities prevalent in STEM fields, particularly focusing on computer science, engineering, and physics within Western societies. It critiques the notion that biological differences alone dictate career preferences, which contribute to the differential representation of men and women in STEM. The authors argue that cultural factors, notably "masculine defaults," play a significant role in shaping career preferences and contribute to gender disparities in STEM participation. Masculine defaults are defined as cultural norms that value and reward traits and behaviors associated with the male gender role, treating them as standard. These defaults create an environment where STEM fields are saturated with characteristics such as valuing working late nights, competitive atmospheres, and policies that favor self-promotion, which are less accessible or appealing to many women and individuals of non-conforming genders.

An example illustrating the impact of masculine defaults involves the perception of brilliance required in STEM fields, which is more commonly attributed to males than females from a young age. This perception contributes to lower interest among girls in activities labeled for brilliant individuals, perpetuating gender stereotypes despite evidence that girls perform equally well in academic settings. The study discusses how masculine defaults disadvantage women by fostering environments and socialization practices that do not encourage or reward traits typically associated with females. For instance, women in academia are found to self-cite less frequently than men, indicating a lower inclination towards self-promotion—a behavior valued in many STEM fields.

As we celebrate International Women’s Day, join ESTE Leverage in reaffirming our commitment to empowering women, challenging cultural stereotypes, and creating inclusive environments where all individuals can thrive in STEM. Here are some action items to consider:

1.     Promote STEM education for girls from an early age, fostering interest and confidence in these fields across all genders.

2.     Implement mentorship programs that connect women in STEM with experienced professionals, offering guidance, support, and inspiration.

3.     Encourage educational institutions and companies to reevaluate their cultures, practices, and policies to better support and promote women's participation and advancement in STEM.

4.     Highlight and celebrate the achievements of women in STEM fields, providing tangible role models for young girls and women considering these careers.

5.     Advocate for research and policies aimed at understanding and addressing the root causes of gender disparities in STEM, focusing on creating equitable opportunities for all.

[Bloodhart B, Balgopal M, Casper AMA, et al. Outperforming yet undervalued: Undergraduate women in Stem. PLOS One https://doi.org/10.1371/journal.pone.0234685 June 25, 2020; Stewart- Williams S and Halsey LG. Men, women and STEM: Why the differences and what should be done? European Journal of Personality 2021, 35(1): 3-39]

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