Chapter 6 explores the various barriers that girls and women face in pursuing education and careers in science, technology, engineering and mathematics (STEM) in Latin America and the Caribbean (LAC). The chapter discusses how social and gender norms, stereotypes, and biased beliefs impact educational choices and career paths. It highlights the significant role of parents, educators and peers in shaping these decisions. Furthermore, it examines the phenomenon of the "leaky pipeline," where women are more likely than men to leave STEM fields at various stages of their educational and career journeys. The chapter also addresses the barriers women encounter in tertiary education and the workplace, including limited access to career guidance, insufficient awareness of opportunities in STEM, and the challenge of horizontal segregation. Finally, it emphasises the need for targeted policies to support girls and women in STEM, fostering a more inclusive environment that encourages their participation and success.
Gender Differences in Education, Skills and STEM Careers in Latin America and the Caribbean
Abstract
The underrepresentation of women in science, technology, engineering and mathematics (STEM) careers is frequently described as a “leaky pipeline.” From secondary school through to university and on to employment in STEM, this pipeline leaks students at various stages: students who express interest in science careers sometimes change their minds when applying to colleges and universities and select other areas of study. Others begin their post-secondary education in a STEM programme but change majors before graduation. Finally, some students leave the pipeline after graduating with a STEM degree but go into another field as a career. One interesting feature of these leaks is that women leak out more than men do. The effect of differential leaking is to create a sex-based filter that removes one sex from the stream and leaves the other to arrive at the end of the pipeline (Blickenstaff, 2006[1]).
This pattern persists despite evidence that girls often perform as well as or better than boys in mathematics and science during their primary and secondary education. Yet, as seen in Chapters 4 and 5, few women continue to graduate programmes in STEM or enter STEM professions, particularly in technology and engineering. Furthermore, women in STEM face significant barriers to career progression and rarely occupy high-ranking research positions, a trend often referred to as “horizontal segregation.”
The 2022 Programme for International Student Assessment (PISA) reveals only minimal average score differences between girls and boys in science and mathematics – on average across OECD countries, boys outperformed girls by nine points in mathematics while the performance difference in science between boys and girls is not significant (OECD, 2023[2]). However, career expectations remain sharply divided as more boys expect to pursue engineering careers: PISA 2022 results show that only 16% of 15-year-old girls who are top performers in science or mathematics (achieved Level 4 proficiency or higher in either mathematics or science in PISA 2022) reported that they expect to work as professionals in science or engineering while 22% of top-performing boys the same age did, on average across OECD countries (OECD, 2024[3]). This discrepancy reflects the outsized role of social factors in shaping education and career decisions.
The transition from school to work further reveals these disparities. Limited access to career guidance and insufficient awareness about opportunities in STEM and other traditionally male-dominated sectors can discourage young women from pursuing these career paths. Gender gaps also persist among STEM teaching staff in higher education across Latin America and the Caribbean, reinforcing the cycle
Girls and women face specific barriers to STEM fields and careers that fall into three stages: (a) throughout the lifecycle of education (b) at tertiary education, and (c) in the workplace.
Biased beliefs about boys' and girls’ aptitude
In the 81 countries and economies that participated in PISA 2022, girls reported more often and to a larger extent than boys, fear of failure (OECD, 2024[4]). PISA reveals that self-efficacy (the extent to which students believe in their own ability to solve specific mathematics tasks) and self-concept (students’ beliefs in their own mathematics abilities) are much more strongly associated with performance among high-achieving than low-achieving students. Still, at every level of performance, girls tend to have much lower levels of self-efficacy and self-concept in mathematics and science.
Experiencing stereotypes over the long term can lead women to distance themselves from STEM (Diekman, Clark and Belanger, 2019[5]). And attitudinal differences often stem not from innate ability but differences in how girls and boys are treated or perceived in different countries. In OECD countries, boys reported more positive attitudes and confidence in STEM subjects whereas girls often reported lower self-efficacy. However, this pattern reverses in some Middle Eastern and Central Asian countries where girls score higher and express more interest and confidence in STEM (UNDP, 2024[6]).
Such differences underscore the importance of external environments – such as parental expectations, teacher perceptions and cultural narratives – in shaping girls’ STEM outcomes (LaCosse et al., 2021[7]). Persistent gender biases, whether conscious or unconscious, affect how teachers and parents view STEM aptitude. These views can dampen girls’ motivation, self-belief and performance. Biases may even influence the way STEM subjects are introduced and the kinds of opportunities made available to girls (Benavot, 2016[8]; Rabenberg, 2013[9]; Vedder-Weiss and Fortus, 2013[10]).
Academic streaming
The academic streaming process adds another layer of complexity. In many countries, high-school students are required to choose between science and liberal arts tracks. Since science tracks are typically more competitive, students who lack confidence – particularly girls – may avoid them altogether. Girls who are not actively encouraged to compete or who show uneven performance in math and science subjects may opt out of STEM pathways as early as age 15. By funnelling students into specific fields through academic streaming, the ability of women to pursue STEM-related education and careers is further affected. Academic streaming perpetuates gender-based filtering that contributes to the leaky pipeline. This limits women's participation in STEM education and careers.
Teaching methods and teachers’ perception
Teachers’ gender stereotypes can influence girls in such a way that they underperform in math and self-select into less demanding high schools (Carlana, 2019[11]). There is also research from Thailand and China showing that teachers who believe boys outperform girls in math often see poorer performance from their female students (Jitkaew, 2019[12]).
Teachers not only shape academic achievement but also play a key role in motivating interest in STEM fields. High-quality teaching, particularly by female educators who serve as role models, can counter gender stereotypes and foster more equitable classroom environments (Ekmekci and Serrano, 2022[13]). Training teachers to understand their own bias is important.
Moreover, the representation of gender roles in school textbooks can reinforce harmful stereotypes about STEM competence. When textbooks portray men in scientific or technical roles while ignoring women’s contributions, they signal to students that STEM is a male domain, discouraging girls from pursuing such careers (Benavot, 2016[8]).
Accessing information on STEM careers
Another important factor influencing career decisions is access to information about STEM fields. Many students – especially girls – lack adequate guidance and exposure to the full range of STEM careers. Without role models or real-world applications to connect with, girls may find STEM subjects unrelatable and opt for other paths. The challenge is even greater in rural areas where limited resources, fewer qualified teachers and lack of extracurricular opportunities further constrain access to STEM education.
Efforts to counter this must begin early and involve all stakeholders – families, educators and policymakers. Interventions must challenge gender stereotypes, incorporate gender-responsive teaching practices and improve access to STEM resources in underresourced settings. Promoting diverse role models, redesigning curricula to be inclusive and relevant, and providing accurate information about STEM careers can help retain more girls in the STEM pipeline and reduce the gender gap in these critical fields.
Structural and social barriers to STEM participation in university
According to PISA 2022, only a small minority of girls in LAC countries (between 5 and 19% in most countries) reported that they expect to work in a STEM-related occupation (such as science, engineering or ICT-related professions). Boys are more than twice as likely as girls to report this expectation in most of the LAC countries. The gender gap in expectations is especially large in LAC countries like Colombia, Peru, Costa Rica and Dominican Republic where boys are over 15 percentage points more likely than girls to report that they expect to pursue a career in a STEM-related occupation (OECD, 2024[4]). Even when girls pursue STEM education, their career preferences often diverge: girls are more likely to be drawn to biology and healthcare while boys gravitate toward engineering and technology (OECD, 2015[14]). Moreover, girls are often overrepresented in terms of their aspirations in currently women-dominated occupations, including personal care, health and teaching, and underrepresented in male-dominated occupations, like information and communication technologies and the trades (OECD, 2024[4])
As seen in the previous chapter, some progress has been made in Latin America and the Caribbean where women now represent 40% of STEM tertiary graduates (UNDP, 2024[15]). However, within the STEM field, women are least represented in engineering, industry and construction, where women’s college enrolment stood at 30.8% in 2019 (ECLAC, 2022[16]). This proportion is even lower in ICT areas: in Brazil only 15% of ICT graduates are women; in Chile, 13%; Costa Rica, 20%; Uruguay, 18% (ECLAC, 2022[16]). Other challenges also play a role: persistent gender gaps in mathematics and science performance at the secondary level in the region, exclusionary academic environments, scarcity of visible female role models in science, and influence from peers and family members. Even women who complete tertiary STEM education often face new hurdles when entering the workforce, such as inflexible work arrangements or male-dominated work environments. These can influence women’s decisions to drop their careers in STEM.
Lack of information about technical and vocational education
While most STEM careers require postgraduate education, alternative tracks – such as associate degrees, technical education and vocational programmes – can offer more accessible and inclusive routes into the field. Careers in programming, digital applications development, or e-commerce, for instance, provide valuable entry points without the need for advanced degrees. However, women and girls are often unaware of these pathways because of entrenched gender stereotypes. Many are simply not informed about vocational or apprenticeship options that could expand their access to STEM-related careers. Addressing these knowledge gaps and challenging stereotypes is essential to opening a broader range of opportunities for women in STEM.
Cultural stereotypes and limited career aspirations
Deep-seated cultural norms – often reinforced by families, educators and the media – imply that women are less suited for STEM careers or require more flexible work arrangements to accommodate caregiving responsibilities. These implicit biases can influence recruitment, performance evaluations and promotion decisions, often limiting women’s opportunities despite formal commitments to meritocracy. For example, a survey in China conducted in 2022 revealed that over 60% of women were questioned about their marital status and plans to have children during job interviews (Zhaopin, 2023[17]).
These biases not only affect employers’ perceptions of women but influence how women perceive their own potential. In male-dominated STEM environments, women frequently hold themselves to higher standards than their male counterparts and are more likely to underestimate their abilities. This lack of self-confidence can deter them from pursuing leadership roles, lead them to exit STEM pathways prematurely, or dissuade them from entering the field altogether.
Motherhood and limited family-friendly work arrangements
Women who enter STEM careers often face higher attrition rates as they advance in their professions. A key reason is the prevailing workplace culture that rewards long hours and constant availability, and employees unencumbered by domestic responsibilities. This model clashes with the reality that women continue to shoulder a disproportionate share of caregiving duties. In Latin America and the Caribbean, for example, women are responsible for three-quarters of all unpaid care work – equivalent to 21% of the region’s GDP (UNDP, 2024[18]) (Figure 6.1).
Source: OECD (2021) and satellite accounts of care for each country; compiled by UNDP (2024).
Note: The regional average is calculated as a simple average of values from countries in Latin America and the Caribbean (LAC).
STEM roles are typically demanding, offering little flexibility or work-life balance. As a result, many women struggle to reconcile professional growth with family obligations, limiting their chances of career progression. The conflict between societal expectations of mothers as intensive caregivers and workplace norms that prioritise total commitment further exacerbates this challenge. In such environments, women – particularly, mothers – often find it difficult to be recognised as equally dedicated professionals, prompting some to reduce their career ambitions or leave the sector altogether.
Male-dominated work environments and limited networks for women
Leadership positions in STEM fields remain overwhelmingly male. This underrepresentation means that many women – especially those early in their careers – lack access to mentorship, professional networks and visible role models (UNDP, 2024[6]). In such environments, women may feel isolated, excluded from informal networks, or reluctant to report incidents of bias or harassment. Without effective diversity and inclusion strategies, male-dominated workplaces can limit job satisfaction, retention and advancement for women in STEM (UNDP, 2024[6]).
According to a World Bank report reviewing global evidence on strategies to enhance female participation in STEM fields (Hammond et al., 2020[19]), several interventions show promise:
Addressing gender bias in educational content and curriculum. One effective approach involves revising learning materials and pedagogical practices to challenge gender stereotypes. Biased gender norms and stereotypes embedded in curricula and textbooks influence girls’ choices of what to study and what careers to pursue, risking the reproduction and reinforcement of traditional, discriminatory gender norms that negatively impact students’ interests and aspirations. Men are more likely to be represented in textbooks as science professionals, by name or in illustrations, while women are more likely to be depicted in care occupations. Children are likely to internalise these stereotypes, which influence their attitudes and aspirations (UNESCO, 2024). Including stories and biographies of women who have excelled in traditionally male-dominated fields can shift girls’ career aspirations from conventional paths to more non-traditional roles. Another strategy for helping motivate girls to persist in STEM is showing them its relevance to their lives by designing socially relevant curricula. Research shows that learning is more meaningful and engaging for girls when they see how STEM subjects connect to their own lives and that women may be drawn more to fields that emphasise social impact (Leammukda, Boyd and Roehrig, 2024[20]; Meiksins and Layne, 2014[21]).
Developing teaching methods that are more inclusive. When teaching methods fail to cater to diverse learning needs – often adopting a one-size-fits-all approach – girls’ interest tends to wane, reinforcing the perception that STEM is not meant for them. Reducing gender bias in teaching methods needs to start early. In primary school, teachers can use gender-neutral language when teaching STEM concepts and provide opportunities for girls to explore STEM activities. They can also invite female STEM professionals to speak to the class (UNESCO, 2024[22]). Engaging teachers, raising teachers’ awareness of their own biases and equipping them for interactive and inclusive teaching strategies can help maintain and, even, increase girls’ interest in STEM subjects as seen in (Box 6.1) (Hammond et al., 2020[19]). One strategy that has been proposed to attract more women to STEM fields is a more interdisciplinary approach to STEM education. STEAM (STEM + the Arts) is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue and critical thinking. Adding the Arts to the traditional STEM curriculum (thus creating “STEAM”) allows for a more multi-faceted and engaging approach to STEM (Boy, 2013[23]) and may catch the interest of students previously uninterested in STEM (Sochacka, Guyotte and Walther, 2016[24]).
A mixed-methods study in Chile and Colombia used educational robotics to build school teachers’ STEM competencies with a gender-sensitive lens. The study employed Arduino, a hands-on technology platform that facilitates the introduction of programming and electronics concepts. The programme featured workshops structured to include 30 minutes of theoretical instruction followed by 90 minutes of practical application. Among the 290 participating teachers, 52.5% were women. Feedback from the workshops revealed improvements in teachers’ knowledge of robotics and heightened interest in teaching these topics to their students. Students, in turn, exhibited increased creativity, motivation and positive attitudes toward robotics (Cano, 2022[25]).
Source: (Hammond et al., 2020[19]).
Involving parents to reshape perceptions and attitudes. Parents play a crucial role in shaping their children's academic performance and career aspirations. Interventions that target parental beliefs and biases can help create a more supportive environment for girls in STEM. Using brochures, websites and social media platforms to inform parents about the benefits of taking STEM classes increases parental support for girls enrolling in these courses. These efforts are particularly effective in combating deep-seated gender norms that may discourage girls from pursuing STEM-related studies (Hammond et al., 2020[19]).
Providing female role models and mentorship opportunities. Girls need to see women succeeding in STEM fields to believe that they can do it too. Role models and mentors increase girls’ confidence in STEM and influence their career aspirations. Female mentors can also improve the culture of STEM workplaces (UNESCO, 2024[22]). Exposing girls to female role models and mentors who have succeeded in STEM therefore serves a dual purpose: it demonstrates what success in STEM can look like and models the behaviours and pathways that lead to success (see Box 6.2). Seeing relatable examples of women thriving in STEM can help girls envision themselves in similar roles and reduce the belief gap that often holds them back (Hammond et al., 2020[19]).
In Peru, a randomised controlled trial tested the impact of mentorship on female students’ interest in STEM. Senior female students and recent graduates from a leading university in Peru visited 109 secondary schools in 18 cities (Agurto et al., 2021[26]), These mentors specialised in fields such as civil, industrial and systems, mechanical, and electrical engineering. During their visits, mentors delivered short talks addressing key topics to challenge students’ preconceived notions, including the myth of fundamental differences between male and female brains; the potential for girls to succeed in engineering; the contributions of women engineers to society; and how STEM can be used as a tool to solve real-world problems. They also shared their own personal journeys in STEM. The study included 5 378 students and found that among girls in the top 25th percentile in math performance, the mentorship significantly increased interest in pursuing STEM fields – by 14 percentage points – and improved self-confidence and perceived ability to succeed in these areas by 12.5 percentage points.
Source: (Hammond et al., 2020[19]).
Encouraging participation in extracurricular STEM activities. Engaging students in STEM outside the classroom is another effective strategy. Science museum visits, academic competitions, coding clubs and robotics camps can ignite and sustain interest in STEM subjects for both boys and girls. These informal learning environments often offer more flexibility and creativity than traditional classroom settings, allowing students to explore STEM topics in fun and engaging ways (Hammond et al., 2020[19]; UNESCO, 2024[22]). An evaluation of a programme that organised camps on artificial intelligence, robotics, programming skills and leadership skills training in Malawi, Namibia and Rwanda showed that it increased self-confidence and empathy among girls and that 78% of participants went on to pursue STEM subjects in tertiary education (UNESCO, 2024[22]).
Improving access to information about STEM careers. Ensuring that girls and their families have access to accurate and comprehensive information about STEM career paths can influence educational and occupational choices. Understanding the range of opportunities as well as the long-term benefits of pursuing STEM can boost motivation and challenge prevailing gender norms (Hammond et al., 2020[19]). Additionally, sharing information that highlights progress toward gender equality in STEM fields can encourage girls and parents to consider these paths more seriously. In Japan, an online survey experiment tested the effects of such information-sharing. The intervention provided students and their parents with data about the availability of STEM jobs, the underrepresentation of women in STEM education, and the social stereotypes that often undermine girls’ confidence such as the belief that girls are inherently weaker in math or that women in STEM are “too intellectual” (Ikkatai et al., 2021[27]). The results show that this information increased junior high-school students’ motivation to pursue STEM education and strengthened parents’ willingness to support their children in choosing STEM careers.
Adopting deliberate strategies to attract, retain and promote women in STEM fields. Companies can proactively reach out to schools and universities and speak to students about opportunities in STEM sectors. Other strategies include rolling out personal development courses, technical skills training and hosting internship programmes (Hammond et al., 2020[19]).
Adopting workplace practices and policies that meet women’s needs to attract and retain women in STEM professions. These options are not limited only to STEM jobs, and include parental leave, childcare services, anti-sexual harassment policies and flexible hours (Hammond et al., 2020[19]).
In addition to the interventions mentioned above, there are other initiatives and actions that could also prove beneficial:
Funding opportunities like scholarships and research grants for women in STEM fields. STEM scholarships for girls reduce financial barriers, spark early interest, challenge gender stereotypes, and offer mentorship and community support. They help boost academic achievement, increase diversity, and empower girls to pursue and succeed in STEM. Research grants for women in tech are equally vital – they provide financial support, raise visibility, expand networks, and help overcome bias and systemic barriers. These efforts encourage risk-taking, attract more women to the field, and create role models for future generations. For instance, Peru’s Strengthening National Science, Technology, and Innovation System supports women researchers by ensuring gender bias is avoided in selection processes, awarding extra points to women and underrepresented applicants, and prioritising women-led proposals (World Bank, 2022[28]). The project also includes gender-disaggregated data tracking, gender sensitivity training, and prioritises gender-informed proposals in competitive funding.
Building alliances between the government, the private sector and other non-state actors. It is essential to invest in and construct lifelong STEM training opportunities through appropriate multi-stakeholder alliances involving public and private sectors, as well as academia and NGOs (G20, 2023) (see Box 6.3). Given the disproportionate job losses and disruptions faced by women, governments and the private sector must urgently support and scale inclusive STEM networks (Boccuzzi and Uniacke, 2021[29]).
National governments in Latin America and the Caribbean can develop comprehensive legal and policy frameworks that tackle systemic barriers and promote gender equity. Enacting anti-discrimination laws that explicitly cover STEM fields, ensuring equal pay for equal work and designing gender-neutral policies such as flexible work arrangements and parental leave can contribute to more inclusive education and professional environments. Governments can also establish targets or quotas to increase the representation of women in STEM careers, particularly in academia, research institutions and decision-making bodies.
Equally important is the need for governments to invest in education and training programmes that encourage girls to pursue STEM from an early age. This includes strengthening STEM curricula in schools, funding extracurricular programmes that engage girls in science and technology, and supporting the professional development of teachers to recognise and address gender bias in the classroom. Financial incentives such as scholarships, fellowships, and research grants targeted at women – especially those from marginalised backgrounds – can further support women’s entry and advancement in these fields as seen from Portugal’s example in (Box 6.3).
Governments should also prioritise the systematic collection and analysis of gender-disaggregated data in STEM. Monitoring enrolment, retention and career progression across education levels and job categories can reveal where inequalities persist and guide more effective policy responses. Incorporating an intersectional lens that includes age, geography, ethnicity and socio-economic status targets efforts to the diverse experiences of women and girls.
In addition, national authorities can promote shared responsibility for care work by expanding access to public services such as childcare, elder care and parental leave. These services not only alleviate the disproportionate caregiving burden shouldered by women but enable their sustained participation in STEM careers. Governments can go further by recognising gender-equitable workplaces by awarding certifications based on their commitment to diversity and inclusion, and incentivising public- and private-sector actors to adopt and scale-up best practices.
Lastly, fostering women’s leadership in STEM requires their active involvement in shaping research and innovation agendas. Governments should support and finance women’s participation in national research and development programmes by addressing barriers such as age limits for applicants. They should also increase women’s representation on evaluation panels and create dedicated funding streams. These steps will help ensure that women are influential in driving scientific and technological progress in the region.
Portugal
Portugal has launched the National Girls in STEM Program, as part of its National Digital Strategy aligned with its National Strategy for Equality and Non-Discrimination. One of its strategic goals is to increase the participation of girls in STEM through early, structured and sustained intervention in secondary education, higher education and the labour market. The programme promotes the deconstruction of gender stereotypes from early childhood and complements other national initiatives such as Engenheiras Por Um Dia ("Engineers for a Day"). By promoting engineering and technology careers to female students in non-higher education, this programme aims to dismantle the notion that these are male-dominated fields. A government initiative, the programme is co-ordinated by the Commission for Citizenship and Gender Equality (CIG) and INCoDe.2030, digital skills training for young people, in collaboration with the Portuguese Association for Diversity and Inclusion (APPDI), the Instituto Superior Técnico, and the Order of Engineers. It involves a network of 101 partner organisations (15 of which are municipalities), 62 primary and secondary schools, and 23 higher education institutions. Since its launch in 2017, the programme has reached over 21 000 students in basic and secondary education through lab-based practices, role model sessions and mentoring.
Also the “RESTART Programme” is a funding instrument promoted by the Foundation for Science and Technology (FCT) whose first call opened in 2023. It promotes gender equality and opportunities by competitively funding individual research and development (R&D) projects in all scientific fields carried out by researchers who have recently taken parental leave. In line with public policies in this area, RESTART also covers, with specific eligibility conditions, cases of shared parental leave, which favours equality in the provision of care and the sharing of family responsibilities and leave durations.
Source: https://engenheirasporumdia.pt/
Spain
Launched in 2021, the STEAM Alliance for Female Talent: Girls on the Rise in Science is an initiative led by the Spanish Ministry of Education and Vocational Training. It fosters girls’ and young women’s interest in scientific and technical fields while working to reduce the gender gap in these disciplines.
The alliance promotes the STEAM educational model, which integrates science, technology, engineering, and mathematics with the arts and humanities. This interdisciplinary approach is designed to nurture creativity, critical thinking and problem-solving skills. It encourages students to actively engage with and develop enthusiasm for STEM subjects.
To achieve its objectives, the alliance seeks to eliminate gender stereotypes tied to specific careers and professions by supporting girls’ participation in STEAM from early education onward. It also focuses on building collaborative strategies that involve public authorities, academia, the private sector and civil society.
Since its inception, more than 150 companies and organisations have joined the alliance, contributing to a broad-based movement to reshape the education and training system to be more inclusive and equitable for future generations of female talent in STEAM.
Source: Spain’s Ministry of Education, Vocational Training and Sports, https://alianzasteam.educacionfpydeportes.gob.es/
While important progress has been made, much remains to be done to close the gender gap in STEM in Latin America and the Caribbean, particularly in technology and engineering. Achieving meaningful change will require co-ordinated action across policy, educational and institutional levels. From international and regional organisations to governments, educational institutions, the private sector, media and society at large, all actors have a shared responsibility to create environments that foster equal opportunities for girls and women in science, technology, engineering and mathematics.
Now, more than ever, the region must continue to advance toward a more just and inclusive future – one where women and men can contribute equally to the development and well-being of society. Gender equality is not only a matter of rights: it is a fundamental condition for achieving sustainable development in Latin America and the Caribbean.
To truly bridge the gender divide in STEM, it is essential to address entrenched cultural and societal norms that perpetuate gender biases. Educational curricula must be reformed to be more inclusive and engaging for both girls and boys, showcasing the contributions of women in STEM fields throughout history and encouraging girls from a young age to pursue their interests in these areas.
Public and private partnerships can play a significant role in supporting initiatives that promote the participation of women in STEM. Scholarships, mentorship programmes and internships specifically aimed at young women can provide the necessary support and encouragement for them to explore and thrive in these fields. Furthermore, media representation of women in STEM should be amplified to challenge stereotypes and present diverse role models. Highlighting the achievements of female scientists, engineers and technologists can inspire the next generation to follow in their footsteps.
It is also vital to create workplaces that support gender equality through policies that promote work-life balance and shared family responsibilities. This includes implementing parental leave policies that encourage both parents to take leave and ensuring that women have equal opportunities for career advancement.
In conclusion, closing the gender gap in STEM in Latin America and the Caribbean requires a holistic approach that involves all sectors of society. By working together and committing to these changes, we can create a more equitable and prosperous future where everyone, regardless of gender, has the opportunity to succeed and contribute to the scientific and technological advancements that drive our world forward. Gender equality in STEM is not just an aspiration; it is a necessity for the sustainable development and innovation of our societies.
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