#IDWGS Essay - Breaking Barriers: Empowering Women in STEM Leadership by Novia Dwima Santi

In today’s rapidly evolving world, the demand for Science, Technology, Engineering, and Mathematics (STEM) leaders is ever-growing, with digital and technical challenges becoming increasingly prevalent. However, despite the undeniable importance of gender diversity in these fields, women remain significantly underrepresented in STEM leadership roles globally. According to Hausmann et al. (2022), six industries hired significantly more men than women into leadership positions in 2021: Technology (30%), Agriculture (28%), Energy (25%), Supply Chain and Transportation (25%), Manufacturing (22%) and Infrastructure (21%). These are also the industries with the lowest proportion of women in the general workforce.

Despite proof that there is no intrinsic difference in cognitive capacity between men and women in STEM subjects, a large gender gap persists at all levels around the world. Women undoubtedly face two sets of problems in several domains. Two possibilities present themselves: (1) women wishing to lead in STEM fields face a double challenge, having to overcome obstacles in both their chosen content area and their desired position, or (2) women who successfully navigate the barriers in their content area are better positioned to navigate the barriers on the path to leadership (McCullough, 2011). This essay delves deeper into the primary barriers to women’s participation in STEM leadership and proposes strategies to overcome these obstacles.

One of the fundamental factors contributing to the underrepresentation of women in STEM leadership is the persistence of negative stereotypes about people who work in STEM careers. From an early age, children are exposed to the perception of STEM professionals as "nerdy and boring". Scientists are often associated with lengthy, isolated hours in laboratories conducting complex research that only some people understand. Young girls, as early as age six or seven, often identify their gender as being friendly and nurturing. Girls of this age tend to identify their own gender with helping others and being pleasant, which contradicts traditional perceptions of scientists (Anderson, 2019). According to the World Economic Forum, as of 2022, the percentage of female graduates in Information and Communication Technologies (ICT) is 1.7%, compared to 8.2% for male graduates. Meanwhile, 24.6 percent of males and only 6.6 percent of women have degrees in engineering (Hausmann et al., 2022).

The absence of female role models and mentors in STEM exacerbates women’s challenges in aspiring to leadership roles. When young girls lack visible examples of women thriving in STEM fields, it becomes more difficult for them to envision themselves pursuing similar paths. Imagine a garden without flowers; it's harder for new buds to imagine blooming without seeing others in full blossom. Moreover, female leaders in STEM often find themselves in need of additional advocates and mentors who can offer crucial support and guidance along their journey. It's akin to traversing a dense forest without a guide; the path forward is fraught with uncertainty and obstacles.

Some industries are seeing an increase in the employment of women into leadership positions. However, it still shows a gender gap between the overall female representation across all roles and the representation of women in leadership (Hausmann et al., 2022). While hiring more women at the entry-level level is essential to closing gender gaps in leadership, it is not entirely sufficient.

Despite progress in gender equality, women continue to bear a disproportionate burden of household and childcare responsibilities. This imbalance often leads women to opt for part-time employment or take on additional family responsibilities, slowing their progression to leadership positions in STEM fields. Women will face further barriers to leadership if males do not share responsibility for childcare and home tasks. Domestic and family duties are still challenging for female CEOs (McCullough, 2011).

Addressing stereotypes about STEM professionals and women's aptitude for STEM is crucial in inspiring more young women to consider careers in these fields. In a sociological experiment, undergraduate women were introduced to computer science students who did not fit the standard picture of a scientist. The computer scientists' hobbies included sports, socializing with friends, and music. According to Boston and Cimpian (2018), young women who did not fit the stereotype of a computer scientist were more interested in pursuing a career in computer science than those who did.

Creating opportunities for young girls to interact with female role models and mentors in STEM can significantly impact their aspirations and confidence. Establishing mentorship programs and networking opportunities for women in STEM can provide invaluable support and guidance as they navigate their careers and pursue leadership roles. We can challenge negative stereotypes and encourage greater participation by showcasing diverse examples of successful women in STEM and highlighting the creativity and excitement inherent in STEM disciplines.

Implementing policies that support work-life balance, such as flexible work arrangements and parental leave policies, can help alleviate the burden of family obligations disproportionately borne by women. Encouraging equal participation of men in childcare and household chores is essential for fostering a culture of gender equality in STEM workplaces.

Enhancing STEM education initiatives to highlight real-world applications and exciting career opportunities in STEM fields can attract more young women to pursue STEM-related studies. Emphasizing the intersection of creativity and innovation in STEM disciplines can make these fields more appealing and accessible to women. In France, a one-hour in-class talk by female scientists—who provided information about science-related careers, addressed gender stereotypes, and shared their own experiences—increased the likelihood of girls in grade 12 enrolling in male-dominated STEM programs by 3.4 percentage points, up from 17 percent in the comparison group (J-PAL Policy Insight, 2023).

Achieving gender diversity and equity in STEM leadership requires concerted efforts to address systemic barriers and promote inclusivity. By challenging stereotypes, promoting role models and mentorship, supporting work-life balance, and enhancing STEM education, we can create an environment where women are empowered to thrive and lead in STEM fields. Embracing diversity and harnessing the talents of women in STEM leadership is essential for driving innovation and progress and creating a more equitable and inclusive society. Let us strive towards a future where women in STEM leadership are celebrated and empowered to reach their full potential.

Source:

Anderson, C. (2019). The Underrepresentation of Women in Science, Technology, Engineering, and Mathematics (STEM) Leadership Positions. November, 1–106.

Boston (2018). 'Here’s how to encourage more girls to pursue science and math careers’, [online].
Available at: https://theconversation.com/hereshow-to-encourage-more-girls-to-pursue-scienceand-math-careers-98229 [Accessed 09 February 2024].

Hausmann, R., Tyson, L. D., & Zahidi, S. (2022). Global Gender Gap Report 2022 Insight Report. In World Economic Forum. https://www3.weforum.org/docs/WEF_GGGR_2022.pdf

J-PAL Policy Insight. 2023. “Advancing Women’s Representation and Opportunities in STEM Fields through Exposure to Role Models.” Cambridge, MA: Abdul Latif Jameel Poverty Action Lab. https://doi.org/10.31485/pi.4627.2023

McCullough, L. (2011). Women’s leadership in science, technology, engineering & mathematics: Barriers to participation. Forum on Public Policy, 2011, 1–11..

About the Author

Novia, a young statistician at Statistics Indonesia, earned her bachelor’s degree in Statistics. Throughout her academic journey, she delved into data analysis and statistical methodology, focusing on social and population issues such as education, poverty, and unemployment. In her first year on the job, Novia actively participated in meetings addressing social vulnerability issues, such as monetary poverty, extreme poverty, child poverty, and women's violence. Additionally, she provided invaluable support to her team leader, assisting in writing books and research, offering guidance, and crafting presentations on poverty statistics for the director. Novia's dedication and expertise mark her as a promising contributor in her field.