More Girls in STEM, More Development in Latin America and the Caribbean

My paternal grandmother, Nonna, graduated as a doctor of medicine and surgery in 1940; my mother earned a doctorate in biochemistry, and my mother-in-law has a graduate degree in mathematics teaching. Given this background, the upcoming International Day of Women and Girls in Science is, for me, a day of family celebration. This personal experience, however, contrasts with a reality still present in Latin America and the Caribbean: many girls and young women still do not see themselves in science and technology.

A study by the Inter-American Development Bank (IDB), carried out together with the Federal University of Pernambuco, shows that the career decisions of women and men explain about 50% of the gender pay gap. In particular, careers linked to science, technology, engineering and mathematics (STEM) contribute approximately 30% of this difference.   

Expanding women's participation in STEM areas can help close these gaps while also generating broader benefits for society. A more diverse workforce can drive innovation, diversify research agendas, accelerate technology adoption, and contribute to higher rates of economic growth. 

The PISA 2022 survey  collects the job expectations of 15-year-old students, a critical age at which future educational trajectories begin to be defined. The results show that in most countries in the region, less than 20% of students aspire to work in science and technology-related occupations as adults. These early choices are not neutral because they have effects on future incomes, job opportunities and economic growth of countries.

Beyond national averages, a consistent pattern is observed across the region: STEM aspirations are significantly lower among women than men, with gaps exceeding 15 percentage points in several countries. Even among the highest performing students, very few aspire to careers in computer science and engineering, and they tend to prefer traditionally feminized occupations, such as those in health, education, and social services. 

These results suggest that there is ample scope to strengthen STEM aspirations among girls and young women before the choice of university careers. Addressing gaps in information, expectations, and references can help expand women's access to these careers and make better use of the talent available in the region.

Young people's decisions about which careers to pursue are influenced by factors that go beyond their individual abilities, such as stereotypes and beliefs about what boys and girls are "good at", as well as what kind of career paths are socially acceptable for each. 

These stereotypes begin to operate at an early age and are reflected in the educational and occupational aspirations of young women, orienting them towards sectors and occupations that, on average, offer lower wages and fewer opportunities for career progression. An IDB study shows that in Latin America and the Caribbean, women account for 35% of employment in the five highest-paid sectors and that, in terms of occupations, men are twice as likely as women to hold management positions. 

This labor market segmentation reflects a complex interplay of economic, social, cultural, and informational factors, rather than actual differences in skills or performance.

Is it possible to influence aspirations with simple, low-cost interventions? The available evidence suggests that it can. The Deciding My Future campaign was an intervention implemented in Costa Rica by the Ministry of Public Education, in partnership with the IDB and Innovations for Poverty Action (IPA), with the aim of encouraging ninth grade students to choose science, technology, engineering and mathematics courses when they move on to secondary education.

During the twelve weeks prior to the choice of courses, text messages were sent to students and their families with four types of content: stories of women leaders in STEM; information on the advantages and benefits, including economic benefits, of these areas; messages aimed at promoting a growth mindset; and concrete information about the educational options in STEM available in the education system.

The experimental evaluation of this initiative found positive impacts, particularly among students from low-income households, with a 5.9 percentage point increase in enrollment in STEM courses within this group. An increase of 5.4 percentage points was also observed among those who initially had misconceptions about the financial benefits of these careers.

Expanding participation of girls and women in STEM requires a comprehensive approach that involves families, educators, policymakers, and employers. Actions can be diverse and include, but are not limited to: 

• Reducing gender stereotypes in the media and educational settings
• Strengthening STEM learning from an early age
• Promoting references and mentoring
• Removing barriers to career progression
• Facilitating work-life balance

While this agenda is broad, experiences such as Deciding My Future show that targeted, well-designed, and implemented interventions at key moments in the educational journey can make a significant difference.

Challenging stereotypes associated with mathematics, science and technology – at home, at school and in society – is a collective task that requires creating environments that broaden the aspirations of girls and young women, and that allow them to fully develop their potential in STEM areas.

I was fortunate to have very close examples of what women are capable of achieving in any field they set out to do. My wish is that, like my Nonna in 1940, all girls and women in the region can develop their professional vocation with information, confidence and with a sure step. Achieving this is not only a matter of equity, it is a strategic investment for the development of Latin America and the Caribbean.