Making mathematics inclusive and engaging for all pupils

The under-representation of girls among top performers in science and mathematics could partly explain the persistent gender gap in careers in science, technology, engineering and mathematics (STEM) fields – which are often among the highest-paying occupations.

Societal factors in the gender gap in education

There is no inherent reason why boys would excel at mathematics more than girls. Yet the most recent PISA report confirms that, while OECD countries are approaching gender parity in maths proficiency, boys still slightly outperform girls. Since boys and girls are shaped by the society they grow up in, it is worth examining how societal gender stereotypes contribute to the gap in mathematics performance.

Gender gaps and social inequality are not related in straightforward ways. Individual characteristics, family expectations, peer influence, school environments and cultural differences all contribute to girls’ interest in STEM. Stereotypes such as ‘boys are better at mathematics and girls are better at reading’ can discourage girls from pursuing STEM, and can be (consciously or unconsciously) reinforced by teachers and parents. 

Encouraging girls to explore STEM

Initiatives across Europe promote girls’ interest in STEM subjects and careers. 

For example, in France the Femme & Sciences Association raises awareness about existing inequalities and stereotypes by organising events and training courses for pupils and providing materials for educators. In Spain, a ministry-led initiative called AlianzaSTEAM focuses on reducing the gender gap in STEAM education and careers through collaboration with companies and other organisations.

Schools can use engaging teaching methods to encourage girls’ interest with inquiry-based and hands-on learning, extra-curricular STEM activities and real-life examples. Collaboration with companies can also give girls inspiration for STEM careers. 

Another way to engage girls in STEM is to personalise global challenges for them. For example, the climate crisis is predicted to have a disproportionate effect on women and girls, and they have the potential to offer unique knowledge and experiences that can help address climate issues.

Making STEM inclusive and engaging for all pupils

Creating a gender-inclusive classroom starts with intentional efforts from educators to challenge stereotypes and promote equality. 

Ideas to help you tackle gender stereotypes in your classroom

1. Use alternative teaching approaches to deconstruct gender stereotypes through games and challenges
2. Introduce and connect pupils to female role models to inspire them, reduce self-stereotyping and raise girls’ aspirations in STEM
3. Design an inclusive curriculum and counteract gender biases in resources, and encourage all students to realise their true potential 
4. Introduce innovative perspectives such as integrating arts methodologies to make STEM subjects more creative and motivating 
5. Participate in teacher professional development such as courses and online resources to explore how to promote STEM careers for girls