A systematic review of gender disparities in STEM education
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Begzod K. Khodjaev 1 * , Shakhnoza К. Khujamberdieva 2 , Munojat K. Tashibekova 3 , Shukhrat S. Khudayberganov 4 , Dildora K. Rakhimova 5 , Khayrikhon A. Rakhmatova 3
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1 Department of Pedagogy, National Pedagogical University of Uzbekistan, Tashkent, UZBEKISTAN2 Department of Preschool Education, Namangan State Pedagogical Institute, Namangan, UZBEKISTAN3 Department of Pedagogy, Namangan State University, Namangan, UZBEKISTAN4 Department of Master’s, Urgench State Pedagogical Institute, Urgench, UZBEKISTAN5 Department of Pedagogy and Psychology, University of Business and Science, Namangan, UZBEKISTAN* Corresponding Author

Abstract

This systematic review aims at three goals: (1) to identify gender disparity in the study of science, technology, engineering, and mathematics (STEM), (2) to analyze the effects of interventions aimed at reducing this disparity, and (3) to characterize gaps in the literature that need to be addressed by future research and practice. Based on the preferred reporting items for systematic reviews and meta-analyses framework in the Scopus and Web of Science databases, 19 peer-reviewed studies were systematically identified and analyzed from 2013 to 2023. The evidence suggests that the gender gap in STEM is due to the interplay of a diversity of social, cultural, educational and psychological factors, none of which is single cause. Institutional, community, and societal structures are still very much gendered, and factors that hinder women’s entry into STEM include exposure to gender stereotyping at an early age, which becomes more severe with age; lack of self-efficacy in STEM; a lack of representation in influential STEM roles; and an absence of inclusive STEM institutional cultures. Gender-ability stereotypes in STEM are now well-established to become entrenched early in life, prior to high school, and to become more entrenched as students’ progress through school. The impact of mentoring programs, early STEM education, exposure to relatable role models, and STEM programming specifically targeting stereotypes is mixed, though there is recent evidence in the form of a meta-analysis that indicates a near-medium overall effects size from these interventions; effectiveness was found to depend on the type of intervention, educational level, and location. Similarly, a growing number of randomized studies of brief role-modelling interventions have established that one-time exposure, even in low-resource settings, can influence adolescents’ career aspirations, and especially girls’ aspirations to pursue STEM careers. Key recommendations are early intervention, role modelling and mentoring programs, curriculum development and teaching, institutional policy change, and improved engagement of families/communities. The need for continued multi-level strategies to promote gender parity in STEM education and for future research and policy directions is highlighted.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, Volume 22, Issue 7, July 2026, Article No: em2873

https://doi.org/10.29333/ejmste/18965

Publication date: 14 Jul 2026

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Article Downloads: 10

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