The Australian Government Department of Industry, Science and Resources (2024) 'Pathway to Diversity in STEM Review' highlights that people from diverse cohorts may encounter unique barriers on their STEM journey, such as:

• where they live
• their socioeconomic status
• their gender, race or culture
• their physical or cognitive ability.

Through effective classroom initiatives, we can help address the widespread barriers faced by underrepresented groups in STEM (Women in STEM Ambassador 2024) such as girls in STEM.

Inspiring change

Research suggests that girls often do not pursue STEM careers because of societal stereotypes. These stereotypes include the perception that girls are not good at STEM subjects and incorrect notions about who belongs in STEM, especially in male-dominated careers like engineering (Stephenson, Fleer & Fragkiadaki 2022).

An inclusive and positive view of STEM, that represents everyone, is the most effective approach to changing the perceptions and attitudes of all students, so that we can change existing stereotypes. Inclusive learning environments encourage greater participation in STEM studies and careers for everyone (Women in STEM Ambassador 2024).

Girls need multiple opportunities to engage positively with STEM and STEM careers across their schooling. They are more likely to choose careers in STEM if their interest in these fields is sparked and cultivated at school (Halpern, Aronson, Reimer, Simpkins, Star & Wentzel 2007). Schools implement many models that provide opportunities for STEM learning within the curriculum and through extracurricular activities.

STEM in schools

See some examples of how schools are breaking stereotypes and creating engaging STEM opportunities.

• Embracing the iSTEM Stage 5 elective
• Design thinking in STEM
• STEM digital technologies K–6
• Tiered STEM integration
• Community engagement with STEM
• Inclusive opportunities in STEM
• Rural and remote STEM opportunities