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This gap becomes even wider in fields like engineering and ICT, with only 29 of every 1,000 female graduates holding a computing-related degree, and - out of these 29 - only four going on to work directly in ICT. Women represent just 27% of all graduates in manufacturing and engineering.

Although families play a central role in influencing and shaping the identities and choices of children and youngsters, there is a great deal that schools and teachers, particularly STEM teachers, can do to challenge gender stereotypes and to provide girls and boys with more freedom of choice regarding their future.

In recent years, the European Commission has started taking these issues into serious consideration and is rolling out awareness campaigns such as , which has involved many schools at national level. Having had the opportunity to actively contribute to this campaign in Italy as a gender trainer and expert in learning and educational sciences, I have witnessed how receptive and curious young girls and boys are when it comes to challenging traditional thinking about gender roles.

A core element of the campaign that proved particularly successful was presenting girls with positive role models. A number of female scientists got involved in the campaign by talking to girls about student and professional careers, and the challenges they faced. The campaign also promoted “shadowing” projects, in which girls, individually or in pairs, spent a working day with a prominent science professional to experience first-hand what it might be like to pursue such a career. Furthermore, companies and universities can contribute to the campaign through, for example, initiatives such as , in which an organisation hosts girls at their premises for study visits and meetings with women from the management and technical staff to show them different career opportunities.

While such industry–university–school cooperation has proved effective in providing a more gender-equal approach to learning science, what more can individual teachers do to make science and technology more attractive to girls?

There are interesting studies and practices showing , and can promote interest in and a more positive view toward science subjects among girls. Teachers can also consider how women’s contribution to scientific advancements is addressed when looking at the history of science and technology. As subjects that can immediately demonstrate to pupils the practical applications of science and technology, robotics and coding are also proving to be successful pathways in igniting a passion for STEM among both girls and boys.

These initiatives and several others certainly offer a great deal of inspiration for looking at STEM education practices through gender lenses. When teaching becomes more responsive to pupils’ differences and tries to challenge cultural constraints and prejudices, the whole class will benefit.

Maria Sangiuliano is the Deputy Director of the European Centre for Women and Technology (ECWT). Her fields of expertise include gender and employment; women, technology and innovation policies; and gender in education. She holds a PhD in Cognitive and Educational Sciences and works as a senior gender researcher and project manager at ECWT.