Girls continue to excel in science and math classrooms. But somewhere between early interest and long-term careers, many are still being pushed out of STEM pathways.
A new report from the National Girls Collaborative Project highlights the disconnect between achievement and representation for girls and women in STEM fields. The findings point to a familiar reality: success in school does not automatically translate into equal participation in the workforce.
According to the report, women earn roughly half of all science and engineering degrees, yet representation drops sharply in specific fields. Women account for only 26% of engineering degrees and 23% of computer science degrees. Globally, women hold just 22% of AI-related roles.
The numbers reflect more than hiring gaps alone.
The report points to persistent stereotypes, limited access to relatable role models, and learning environments that can leave girls feeling disconnected from STEM over time — especially girls from historically under-resourced communities.
Those barriers often begin early.
Many girls grow up absorbing subtle cultural messages about who is “naturally” suited for technology, engineering, or leadership in scientific fields. At the same time, media representation still frequently skews male in STEM-related roles, shaping perceptions about who belongs in those spaces before career decisions are ever made.
The report also highlights a more hopeful finding: girls and young women consistently express strong interest in careers connected to helping others. Programs that connect STEM learning to real-world impact and community problem-solving appear especially effective in sustaining engagement.
That detail matters because it reframes STEM not only as technical work, but as human work.
A classroom robotics project becomes more meaningful when students see its connection to healthcare access, climate solutions, or community design. Representation matters in those moments too — not only in who teaches STEM, but in who gets portrayed as capable of leading, inventing, and solving problems.
For the Geena Davis Institute, conversations about representation extend beyond entertainment into the broader cultural narratives that shape ambition and belonging. The images young people encounter — onscreen, in classrooms, and across public life — influence how they imagine their future.
When girls repeatedly see scientists, engineers, and innovators represented narrowly, the effects accumulate over time.
Additional findings from the report are available through the National Girls Collaborative Project.
Support the Geena Davis Institute’s work researching representation in media and advancing more inclusive portrayals of girls and women across entertainment, education, and culture.