Gender disparities in education
In today’s global society, the concept of the "dream gap" refers to the unfortunate phenomenon where young girls are often discouraged from pursuing their aspirations due to deeply ingrained gender biases. This pervasive issue casts a long and troubling shadow over the potential trajectory of future generations. The dream gap is particularly evident and concerning in the fields of STEM (Science, Technology, Engineering, and Mathematics), where women remain significantly underrepresented. This gap is not just a fleeting issue but a deeply rooted problem that requires immediate and sustained attention.
Globally, studies indicate that this issue is pervasive and warrants urgent attention. According to UNESCO, women represent only 35% of STEM students in higher education worldwide. This underrepresentation is even more pronounced in certain parts of the world, particularly in underdeveloped countries, where cultural norms, societal expectations, and limited access to educational opportunities exacerbate the challenges girls face. In these regions, the dream gap often begins at a very early age, with girls being subjected to societal pressures that gradually steer them away from academic pursuits, especially in the STEM disciplines.
This issue is not new; it has been the subject of discussion for at least 15 years, particularly within academic societies focused on mathematics. These societies have established satellite committees specifically aimed at supporting women in these fields and promoting the development of young women as researchers and professors in STEM careers. Despite these efforts, significant barriers remain, and the dream gap continues to persist.
The impact beyond childhood
The scale of the problem is further highlighted by data from UNICEF reports that approximately 129 million girls globally are out of school, with significant disparities in access to education based on gender. This staggering figure reflects the significant disparities in access to education based on gender, which, in turn, has a profound impact on these girls' future prospects. Without a solid foundational education, many girls are discouraged from pursuing advanced studies in STEM fields, which severely limits the pipeline of female talent entering university-level STEM courses. This problem is particularly acute in regions where educational resources are scarce, and gender biases are deeply entrenched in the social fabric.
Neuroscientist and professor Irene Reis has shed light on the stark differences between girls and boys during their formative years in school. She observes, “The world is still divided between girls' and boys' plays. We are conditioned to understand that, for girls, dolls, a pink world, and a house are adequate toys; for boys, however, superheroes, dinosaurs, and environmental exploration play are part of their natural activities. All this can be easily perceived by a visit to a toy store, bringing into tangible reality what we observe in schools and research.” This early differentiation in play and expectations lays the groundwork for the dream gap, subtly influencing the aspirations and interests of young girls long before they reach adulthood.
Even in developed countries, where educational opportunities are more equitable and widely available, the dream gap persists, albeit in different forms. Research by the AAUW (American Association of University Women) reveals that although women earn 57% of all bachelor's degrees, they constitute only 34% of the workforce in science, technology, engineering and math (STEM). This statistic highlights a systemic issue where cultural biases, stereotypes, and subconscious gender expectations continue to influence the academic and career choices of girls and young women from an early age. These biases are not always overt but are often deeply ingrained in the societal fabric, subtly discouraging girls from pursuing careers in fields that are traditionally viewed as male-dominated.
Irene Reis dos Santos further elaborates on this point by noting, “Girls are often thrown at an early age into more ‘emotional work’, that being the sensible communication and humanities entailed in the play they are allowed to be involved in. For example, girls’ shoes and clothes are often less inviting for a run or ‘messy play,’ which, combined with the toys offered specifically for this gender, often creates a path where mathematics, science, and other subjects perceived as more challenging will be the least likely to be followed.” This societal conditioning not only limits the scope of girls' interests but also channels them into fields that are perceived as more suitable for their gender, further perpetuating the dream gap.
The consequences of the dream gap extend well beyond the academic sphere, shaping the landscape of the labor market in significant ways. In advanced economies, despite progress in gender equality, women continue to be underrepresented in STEM-related professions. According to the World Economic Forum, women hold only 29.2% of STEM jobs globally. This underrepresentation is further compounded by workplace environments that often perpetuate gender-based discrimination, hindering career advancement and dampening aspirations. The Mathematician Christina Brech, in an article addressing the gender challenges in STEM careers, succinctly describes the dilemma: “The great question is somewhat similar to the chicken and the egg dilemma: are there fewer women because the environment is male-dominated? Or is it male-dominated because there are not enough women?” This question underscores the cyclical nature of the problem, where the lack of female representation in STEM fields perpetuates a male-dominated culture, which in turn discourages more women from entering these fields.
How to move forward
Addressing the dream gap requires a comprehensive and multifaceted approach that spans educational, societal, and policy realms. Initiatives that promote gender-sensitive education, mentorship programs, and policies fostering workplace inclusivity are essential in narrowing the gap. In underdeveloped countries, targeted efforts to enhance access to quality education for girls are particularly crucial. UNESCO’s recommendations emphasize the importance of investing in teacher training, curriculum reform, and community engagement to create an environment that is conducive to girls' educational aspirations and to counteract the societal pressures that deter them from pursuing their dreams.
In addition to these efforts, amplifying the visibility of female role models in STEM — both locally and globally — is vital. Role models can play a powerful role in counteracting stereotypes and inspiring young girls to pursue their dreams with confidence. Organizations like Girls Who Code and various Women in STEM initiatives have been instrumental in empowering girls and equipping them with the skills needed to succeed in fields that have traditionally been male-dominated.
Ultimately, closing the dream gap is not just a matter of addressing educational disparities but requires a concerted global effort that transcends geographical boundaries and societal norms. By dismantling the barriers that prevent girls from aspiring to careers in STEM and fostering inclusive environments that support their ambitions, we can pave the way for a future where every young girl has the opportunity to achieve her full potential. The time to bridge the dream gap is now, and it is a collective endeavor that will lead to a more equitable and promising future for all.