Girls’ participation in science, technology, engineering and mathematics is shaped by more than academic ability. In Ireland, perception, family experience and the way STEM subjects are presented can all influence whether young women see these fields as places where they belong.
That is the central message from Aoibhinn Ní Shúilleabháin, associate professor in Dublin City University’s School of STEM Education, Innovation and Global Studies and an award-winning science communicator. Her experience highlights how early assumptions about physics, mathematics and engineering can affect education choices long before students enter university.
Girls in STEM: why perception matters
Ní Shúilleabháin has reflected on her decision to study theoretical physics at University College Dublin 25 years ago. At the time, she did not have a clear family precedent for that choice: nobody in her family had studied physics, mathematics or engineering.
Yet her home environment had encouraged many of the skills associated with STEM. She grew up around practical problem-solving, troubleshooting and the idea that broken things could be examined and repaired. Those experiences helped create a connection with scientific thinking, even though the career path itself was unfamiliar.
Her story illustrates an important distinction. A student may have the curiosity and ability needed for STEM, but still hesitate if the subject appears distant, overly specialised or culturally associated with someone else.
STEM choices are influenced before senior cycle
Subject decisions are rarely made in isolation. Students may be influenced by:
- What they hear from parents, teachers and peers
- Whether STEM careers are visible in their communities
- How science and mathematics are taught in the classroom
- Confidence developed through practical activities
- Ideas about who is expected to succeed in technical subjects
These influences can begin in primary school and continue through the Junior Cycle and Leaving Certificate years. By the time students make decisions about higher education, perceptions may already be firmly established.
Why representation in STEM education is important
Representation can make unfamiliar options feel realistic. When girls meet women working as scientists, engineers, technology specialists or educators, they gain a clearer picture of the range of roles available. This does not mean every student needs a role model with an identical background, but visible examples can challenge the assumption that STEM is reserved for a narrow group.
Science communication also plays a role. Public explanations of research often focus on discoveries, equipment or technical results. Connecting those subjects with everyday problem-solving, climate challenges, healthcare, transport and digital technology can help students understand how STEM affects their lives.
That wider context matters in Ireland, where education policy, skills planning and economic development continue to depend on people entering scientific and technical careers. Encouraging more girls into STEM is therefore not only an equality issue; it is also linked to the country’s future workforce and capacity for innovation.
Moving beyond the idea of a ‘STEM type’
One barrier is the belief that successful scientists and engineers possess a particular personality from childhood. In reality, STEM education involves many different strengths, including persistence, creativity, communication, analysis and collaboration.
Presenting STEM as constant individual competition can discourage students who are motivated by teamwork or social impact. A broader approach can show that technical careers include research, teaching, design, policy, environmental work, medicine, data analysis and public engagement.
Key point
Perception can affect participation before a student has had a fair opportunity to explore what STEM involves. Practical experiences and relatable examples can help replace uncertainty with confidence.
What schools and families can do
Removing barriers requires more than encouraging girls to choose individual subjects. Schools and families can help by making STEM opportunities visible and accessible from an early age.
- Show the variety of careers: Explain that STEM extends beyond laboratory science and traditional engineering.
- Use practical learning: Building, testing, coding and investigating can make abstract ideas more approachable.
- Challenge stereotypes: Avoid language suggesting that some subjects are naturally better suited to boys or girls.
- Connect learning to real problems: Climate change, public health, housing, energy and technology provide clear reasons to study STEM.
- Support confidence as well as attainment: Students need constructive feedback and opportunities to recover from mistakes.
Parents do not need technical backgrounds to encourage interest. Asking questions, supporting curiosity and treating problem-solving as valuable can be just as important as offering specialist knowledge.
The wider Irish education picture
Ireland has invested heavily in science and technology skills, but participation gaps cannot be addressed through curriculum content alone. Classroom culture, guidance counselling, access to equipment and the visibility of women in STEM all influence how students interpret their options.
The discussion also connects with wider concerns around education policy, Leaving Certificate subject choices and the transition from school to higher education. Students need accurate information about pathways, entry requirements and career possibilities, alongside encouragement that does not reduce their ambitions to narrow labour-market demands.
For universities and employers, the challenge continues after recruitment. Retaining women in STEM requires supportive workplaces, fair progression opportunities and an environment in which different perspectives are valued. Early encouragement is important, but it must be matched by institutional change.
Read More
Explore more education coverage and Irish public-interest reporting at DailyDigest.ie.
Frequently asked questions
What is one of the biggest barriers facing girls in STEM?
Perception is a major barrier. Students may view STEM as unsuitable for them because of stereotypes, limited representation or a lack of familiarity with the subjects and careers involved.
Why is family background relevant?
Family experience can shape whether a subject feels familiar. However, practical problem-solving and curiosity can also provide a foundation for STEM interest, even where no family member has studied a technical discipline.
How can schools encourage more girls to study STEM?
Schools can offer practical activities, present diverse career examples, challenge gender stereotypes and connect lessons with real-world issues that matter to students.
Conclusion: changing perceptions can widen opportunity
The experience shared by Aoibhinn Ní Shúilleabháin shows that interest in STEM can grow from ordinary experiences such as fixing, questioning and solving problems. The challenge is ensuring girls recognise those abilities as relevant to science, technology, engineering and mathematics.
For Ireland, improving girls’ participation in STEM means changing perceptions as well as opening pathways. When schools, families, universities and employers make technical subjects more inclusive and visible, more students can see STEM as a realistic option—and choose it with confidence.
