Why Teen Girls in Spain Are Losing Interest in STEM Careers

As the world observes the International Day of Women and Girls in Science on February 11, a pressing issue has come to the forefront: the declining interest of teenage girls in science, technology, engineering, and mathematics (STEM) careers, particularly in Spain.

The Statistics

In Spain, the disparity is stark. According to recent figures, only 5.5% of employed women work in STEM fields, and the percentage of female STEM graduates per 1,000 inhabitants between the ages of 20 and 29 was a mere 13% in 2020, compared to 32.6% for men[1].

Globally, women make up 35% of students in STEM disciplines, but they represent only 14.6% of students in computer science and less than 30% in engineering programs in Spain. This trend is not limited to higher education; it starts much earlier. A Microsoft study found that teen girls’ interest in scientific careers drops abruptly starting at the age of 16[1].

The Causes

Behind this disparity lie several factors, including deep-seated gender stereotypes and a lack of confidence in STEM subjects among girls. From an early age, girls often internalize the notion that sciences are not for them or that they are not good at these subjects. Alicia Mancheño, a member of the Technovation Girls Advisory Board, highlighted that girls tend to set higher standards for themselves and are influenced by biases that sciences are boring and hard, or not considered feminine[1].

The education system also plays a critical role. As Carmen López, Head of Engineering at BBVA Spain, noted, the focus on passing tests rather than promoting interest in science contributes to this decline. The system fails to emphasize the significance of scientific knowledge, leading girls to lose interest as they approach adolescence[1].

Initiatives to Promote Inclusion

To combat these issues, several initiatives are underway. The Technovation Girls program, for example, challenges girls between the ages of eight and 18 to develop mobile apps that solve community problems. This program provides crucial skills in programming, problem-solving, leadership, and teamwork, and offers girls relatable role models from the tech sector[1].

In the European Union, projects like STREAM IT, funded under the Horizon Europe program, aim to create inclusive educational tools and hands-on activities to support young girls in STEM. These projects include workshop series, mentoring programs, and collaborative networks to encourage girls to pursue STEM careers[3].

The Role of Families and Teachers

Families and immediate environments are crucial in shaping girls' perceptions of STEM subjects. Positive reinforcement from parents and teachers can significantly enhance girls' confidence and interest in these fields. Mancheño emphasized the importance of institutions improving the teaching skills of female teachers in STEM subjects, as engaging teachers can make a substantial difference in the number of students choosing these careers[1].

The Broader Impact

The inclusion of women in STEM is not just a matter of gender equality but also essential for societal progress. As the world faces challenges like climate change, improving quality of life, and achieving Sustainable Development Goals, diverse talent in STEM is vital. Organizations with diverse teams are more innovative and contribute to better corporate results. In the context of artificial intelligence, diverse talent is necessary to design and train models that are neutral, inclusive, and unbiased[1].

In conclusion, the decline in interest among teen girls in STEM careers is a complex issue rooted in stereotypes, education systems, and societal expectations. However, with targeted initiatives, supportive environments, and a focus on real-world applications, it is possible to bridge this gender gap and ensure that the next generation of women in Spain and globally are empowered to pursue and excel in STEM fields.