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Girls stem careers12/16/2023 ![]() ![]() In contrast, in the Arab States, girls perform better than boys in both subjects in primary and secondary education. For example, where data are available in Africa, Latin America and the Caribbean, the gender gap is largely in favor of boys in mathematics achievement in secondary education. Overall, women's participation has been increasing, but significant regional variations exist. Learning achievement in STEM education In Chile, as in many countries, STEM fields of study are dominated by menĭata on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and geographic location. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. ![]() Current status of girls and women in STEM education Overall trends in STEM education Percentage of students that take advanced courses in mathematics and physics, by sex, Grade 12. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development. The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. In 2017, 33% of students in STEM fields were women. Percentage of female students enrolled in engineering, manufacturing and construction programmes in higher education in different parts of the worldįemale education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). ![]()
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