Girls’ participation in STEM education is being shaped by more than grades or ability. Educators and researchers in Ireland say perceptions about who belongs in science, technology, engineering and mathematics can influence subject choices long before students consider a career.
The issue is particularly relevant as students make decisions about Junior Cycle and Leaving Certificate subjects, attend college open days and explore future pathways. Experts say encouragement, practical experience and visible role models can help girls see STEM as a realistic and rewarding option.
Why perception remains a barrier for girls in STEM
Aoibhinn Ní Shúilleabháin, an associate professor in the School of STEM Education, Innovation and Global Studies at Dublin City University, has spoken about how her own assumptions nearly stood in the way of studying physics.
Although she grew up enjoying problem-solving, building projects and observing the night sky in rural Mayo, she once believed she lacked a natural ability in mathematics. That perception could easily have prevented her from pursuing theoretical physics at University College Dublin.
Her experience reflects a wider concern identified by education specialists: students may interpret difficulty as evidence that they do not belong in a subject, rather than as a normal part of learning.
Research discussed by experts also points to differences in confidence and anxiety among students, even when attainment is similar. Family expectations, classroom messages and wider social stereotypes can all affect how girls view science and technology.
The impact of gender stereotypes
Dr Jennifer Keenahan, an associate professor in civil engineering at UCD, said stereotypes that frame STEM as masculine can reduce girls’ confidence and interest. When students rarely see women represented in technical courses or careers, it may become more difficult for them to imagine themselves in those environments.
This does not mean girls lack the capacity to succeed. Instead, it highlights how social expectations can influence choices before students have had an opportunity to test their interests through practical experience.
- Interest and persistence matter more than an idea of “natural” talent.
- Clubs, projects and taster events can make STEM careers more tangible.
- Mentors and role models can strengthen confidence and career awareness.
- STEM includes environmental and life sciences as well as computing and engineering.
Role models and early opportunities can change the picture
Prof Paul Stynes, dean of the School of Computing at the National College of Ireland, said visible role models and early opportunities are important because STEM and computing are still often viewed as male-dominated areas.
NCI has developed initiatives aimed at encouraging girls to explore technology, including a summer camp for secondary school students, a female Coding Club and a postgraduate scholarship partnership with the 30% Club.
Its STEM for All project, which focuses on inclusive engagement with families and communities, has received €60,000 through the Research Ireland Discover Programme. The project is intended to build evidence about approaches that help children and families from underrepresented communities engage with STEM.
School-based activities can be especially valuable because they allow students to experience the practical side of science and technology rather than viewing them only as examination subjects.
What students can do now
Educators recommend that students interested in STEM begin building experience gradually. Useful routes include:
- Joining a science, technology, engineering or coding club.
- Taking part in project-based competitions and exhibitions.
- Attending taster lectures, open days and career events.
- Seeking work experience, laboratory placements or field projects.
- Speaking with mentors, teachers and professionals in areas of interest.
- Checking course entry requirements before selecting Leaving Certificate subjects.
Examples such as the BT Young Scientist and Technology Exhibition can help students see the breadth of work being undertaken by girls and young women across Ireland.
STEM careers extend beyond computing and engineering
Experts also want students to understand that STEM is broader than the subjects most commonly associated with the term. Science careers include ecology, botany, zoology, forestry, entomology and ocean studies.
These fields are increasingly important as Ireland and other countries respond to biodiversity loss, climate change and environmental pressures. The need for people who can study ecosystems, species and natural resources creates opportunities that students may not always encounter during routine careers guidance.
Ní Shúilleabháin has argued that STEM should be understood as a way of investigating major challenges, including energy, cybersecurity, climate and biodiversity. The work is also collaborative, requiring communication and teamwork alongside technical knowledge.
How schools and employers can support women in STEM
Responsibility for improving gender balance does not rest with students alone. Schools can review the language used around ability, provide equal access to equipment and activities, and introduce pupils to a wide range of STEM professionals.
Universities, employers and professional organisations also have a role in making progression visible. For students considering a STEM career, questions about mentoring, flexibility, development opportunities and family-friendly policies can help reveal whether a workplace is designed to retain talent over the long term.
Building a portfolio of projects and experiences can give students evidence of their skills while helping them identify the areas they enjoy most. Confidence often grows through doing, not simply through being told that a career is possible.
Frequently asked questions about girls and STEM
Are girls less naturally suited to mathematics or science?
No. Experts cited in the discussion reject the idea that there is a specific “math gene” or fixed mathematical brain. Environment, opportunity, practice and encouragement can all influence confidence and interest.
What can parents do to encourage STEM interest?
Parents can support curiosity, avoid presenting ability as fixed, encourage practical activities and help children meet female role models in science and technology.
Does STEM only mean engineering and computing?
No. STEM also includes environmental sciences, biology, ecology, forestry, astronomy and many other disciplines connected with understanding and solving real-world problems.
What should students do if they are unsure about choosing a STEM subject?
They can attend open days, join clubs, try projects, speak with teachers and check future course requirements. Students should not rule themselves out solely because a subject initially seems difficult.
The wider message for Ireland’s education system
The discussion about girls in STEM is ultimately a discussion about opportunity. Academic results matter, but they do not fully explain who applies for a course, who persists when work becomes challenging or who can imagine a future in a particular profession.
Changing perceptions requires consistent action from families, schools, colleges, employers and policymakers. Practical opportunities and strong role models can help replace assumptions about belonging with direct experience.
The central takeaway from this Breaking News education story is clear: girls should not be excluded from STEM by the belief that talent is fixed or that technical careers belong to someone else. With encouragement, experience and access to supportive networks, more students can discover the science and problem-solving fields that match their interests—and help shape Ireland’s response to some of its biggest challenges.
