How can we ensure equity in science education?

This includes pupils from low-income backgrounds and ‘first-generation students’ (whose parents did not obtain a college or university degree), and also children with migrant backgrounds. There is also a clear gender gap in STEM careers, disadvantaging girls.

Acknowledging these barriers is essential to creating inclusive learning environments and helping all pupils meet their full potential.

Minding the socioeconomic gap

Pupils from lower socioeconomic backgrounds and ‘first-generation students’ can face challenges such as a lack of material resources or access to STEM education, and be afraid of negative stereotyping or seeming less intelligent than their peers.

A child's home environment also has an important influence on their interest in science and higher education studies. Working-class families may have high expectations for their children’s academic studies, but also concerns about how to adequately support them. Children who have scientific role models among family or friends (which is less often the case for children from lower socioeconomic backgrounds) are more likely to take an interest in scientific careers.

Addressing gender bias in the science classroom

Many initiatives have been established to increase girls’ and women’s interest and involvement in STEM education and careers but, despite some improvement, there is still a clear gender gap in interest and achievement – particularly in physics, engineering and computer science.

Cultural expectations and classroom dynamics discourage girls from engaging with science subjects. To break down gender stereotypes and biases in the classroom, teachers should prioritise gender-inclusive teaching methods. This might involve an open discussion with pupils about gender equality or encouraging mixed-gender working groups.

Making every science classroom inclusive

Addressing inequalities in educational access requires the involvement of all stakeholders: policymaking, teacher training, schools, teachers and families.

Schools and teachers can:

• Present and involve role models: Pupils can find easier to relate to stories and examples of scientists from disadvantaged backgrounds. Teachers can ask pupils to investigate the stories of internationally known experts and bring local professionals (such as former pupils) to visit the school.
• Build and strengthen everyone’s scientific abilities: Not seeing themselves as ‘science people’ can stop many children from investing in their science education. Introduce science into everyday learning with interdisciplinary approaches, by using topics of high interest (e.g. space exploration, environmental protection), or extra-curricular activities.
• Nurture understanding of the utility of science: Pupils who better understand better the potential application of science are more likely to aspire want to follow science studies. Explain how science shapes everyday life (e.g. food, transport, technology, medical care, clothing, hobbies).
• Engage families: Families can nurture children’s curiosity for science through science media (books and magazines, TV programmes, science websites). Schools should raise parents’ awareness of the key role they play in nurturing children’s curiosity for science.