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In today’s technology-driven world, a gender-balanced STEM (Science, Technology, Engineering, and Mathematics) workforce is not just a matter of equity—it is essential for innovation, sustainability, and inclusive economic growth. Yet, persistent gender gaps characterize the global STEM landscape in education and career choice.
Globally, women make up just 29.2% of the STEM workforce, compared to nearly 50% in non-STEM sectors. The disparity is even more pronounced in Bangladesh. According to World Bank data, only 14% of the country’s STEM professionals were women as of 2019.
Figure 1: Share of Women in Global STEM and Non-STEM Workforce, 2015 – 2023 (Source: LinkedIn Economic Graph)
Additionally, in higher education, women represent approximately 35% of all students enrolled in STEM-related fields and about 33% of all researchers globally. In Bangladesh, these enrollment figures paint a bleaker picture: only 8.06% of females are in science departments, 1.46% in engineering and technology, and a mere 0.03% in medicine, according to a study conducted in 2019.
With growing awareness, more women are entering the STEM workforce in recent times.. Although progress has been slow, the number of women in entry-level STEM roles has gradually increased over the years. Nonetheless, a significant gender gap remains at the top—women hold only 12.4% of C-suite positions in STEM, underscoring persistent vertical underrepresentation.
Figure 2: Global Percentage of Women in STEM Occupations by Seniority Level Globally, 2023 (Source: World Economic Forum, Global Gender Gap Report 2023)
The underrepresentation of women in STEM stems from deeply rooted stigma, biases, and a lack of systemic reform:
Outdated Curriculum and Teaching Methods: Over 70% of female students surveyed in a study reported having consistently considered a career in STEM. Despite these high aspirations and stronger academic performance at the secondary and higher secondary levels, data reveal that the number of female students enrolling in STEM subjects at the university level remains significantly lower than that of male students.
Experts attribute the gender gap in STEM education in Bangladesh to shortcomings in university-level outreach and societal pressures. Unlike other countries, Bangladeshi universities rarely conduct workshops or campaigns to guide students in grades 11 and 12, leaving them uncertain about their academic choices. While some private universities are beginning to adopt such practices, societal expectations play a major factor, leading female students to choose less demanding subjects to accommodate future responsibilities.
Societal Norms and Stigma: Gender stereotypes start early. Boys are often encouraged to explore spatial and analytical toys, while girls are steered toward caregiving or creative play. These influences are reinforced in schools where teachers, often unconsciously, give more encouragement to boys in STEM subjects. Moreover, school curricula rarely feature female scientists or engineers, reinforcing the false perception that STEM is a “man’s world.”
Social expectations further limit career aspirations. Families may pressure women to prioritize marriage and caregiving over career growth. Even those who break into STEM careers face a double burden: proving their competence in a male-dominated environment while avoiding perceptions of being “unfeminine” or “too aggressive.”
Systemic Workplace Challenges: Many women in the STEM workforce experience “Impostor Syndrome”—a persistent sense of inadequacy despite evident success. This lack of confidence is often rooted in the broader underrepresentation of women, especially in leadership roles. As a result, fewer women pursue or apply for technical positions in fields like engineering, affecting the overall talent pipeline.
Additionally, many workplace environments in Bangladesh lack fundamental amenities and safety measures necessary to support and retain female employees, further hindering their participation and growth in STEM careers.
Biases in hiring and promotion, unequal pay (women in STEM earn 14% less on average), and a lack of female mentors hinder career progression. Studies indicate that women often have to perform at three times the level of their male counterparts and overcome persistent pay gaps to progress in their careers. This disproportionate effort required for advancement discourages many women, leading them to pursue employment in non-STEM fields instead. Rigid work hours, poor parental leave policies, and male-centric workplace cultures contribute to a “leaky pipeline,” where women exit STEM professions mid-career.
To close the gender gap in STEM, targeted interventions are required across the pipeline—from early education to boardroom leadership:
Inspiring the Next Generation: Efforts must begin in schools. Incorporating diverse role models into curricula, celebrating women scientists in textbooks and media, and organizing hands-on STEM activities like coding camps or science fairs tailored for girls and aligned with STEM industries demand can spark early interest and dismantle stereotypes.
Encouraging parents and educators to adopt a gender-neutral approach to learning can further help normalize women’s participation in technical fields.
Strengthening Mentorship and Support Systems: Mentorship plays a pivotal role in retaining women in STEM. Structured programs that connect young women with senior professionals can provide guidance, build confidence, and foster a sense of belonging. Peer networks and communities—both online and offline—are equally valuable in combating isolation and encouraging collaboration.
Policy and Workplace Reforms: At the institutional level, companies and government bodies must implement systemic reforms to support women’s inclusion and advancement. These include:
In parallel, the misogynistic workplace perception and biases must be diminished in order to welcome a more open and neutral culture where anyone can flourish regardless of gender. The policymakers should mandate diversity benchmarks, invest in gender-responsive infrastructure, and introduce incentives for companies that demonstrate gender inclusivity in STEM hiring and leadership.
Visibility and Recognition: Women in STEM need to be seen and celebrated. Highlighting the achievements of female scientists, engineers, and innovators in media and public forums can normalise their presence and inspire the next generation.
Public recognition and leadership opportunities—such as board appointments, keynote speaking roles, or participation in global summits—can elevate their voices and reshape perceptions.
The gender gap in STEM is not just a statistical issue—it reflects long-standing systemic exclusion. But the tide can turn. Through early intervention, institutional reform, and the amplification of women’s contributions, it is possible to reimagine the STEM ecosystem.
Bridging this gap is not only a step toward equity—it is an economic imperative. A more diverse STEM workforce leads to richer innovation, broader perspectives, and sustainable solutions to complex global challenges.
Bangladesh, and the world at large, must now accelerate action to ensure that every talented mind, regardless of gender, has the opportunity to shape the future of science and technology.
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