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Young People Think STEM Careers Are 'For Boys' - A Growing Misconception

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  //science-technology.news-articles.net/content/2 .. areers-are-for-boys-a-growing-misconception.html
  Published in Science and Technology on Tuesday, November 18th 2025 at 13:01 GMT by The Sun

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Young People Think STEM Careers Are “For Boys” – A Growing Misconception

A new survey released last week has sent shockwaves through the STEM education community, revealing that a surprisingly large proportion of young people in the UK still believe that science, technology, engineering and mathematics (STEM) jobs are more suited to boys than to girls. The findings, drawn from a cross‑sectional questionnaire administered to over 3,000 participants aged 16‑24, point to a pervasive stereotype that is beginning to undermine the gender diversity that policymakers and industry leaders have long been striving to achieve.

The Numbers That Speak Volumes

• 42 % of respondents said they “feel that STEM careers are designed for boys.”
• 15 % admitted that “girls would do better in other subjects.”
• 43 % believed that STEM is a field for everyone, regardless of gender.

These figures are consistent with earlier studies that have shown that while female participation in STEM education has improved steadily, deep‑rooted gender biases still linger among the next generation of workers. According to the Office for National Statistics, women now hold only 26 % of STEM roles in the UK—down from 30 % in 2019—illustrating a widening performance‑gap even as overall participation rises.

The survey was conducted by the Institute for Public Policy Research (IPPR), which also provides a comprehensive analysis of the underlying factors. A link within the original Sun article directs readers to the full IPPR report, where a range of explanatory variables is unpacked: limited female role‑models in the classroom, media portrayals of engineers as “techy boys,” and a lack of inclusive STEM outreach programs.

Why Do These Stereotypes Persist?

The IPPR report identifies three major drivers:

1. Educational Practices
   A significant number of schools still fail to incorporate gender‑neutral teaching tools and activities. In many STEM subjects, boys are given more advanced projects and more hands‑on equipment, subtly reinforcing the idea that “tech is a boy thing.” This disparity was highlighted in an interview with Dr. Karen Jones, a senior lecturer at the University of Birmingham, who argues that “teacher expectations can shape student ambition long before they even pick up a pencil.”

2. Media Influence
   The Sun article links to a recent BBC feature on how popular TV shows and movies continue to feature male protagonists in science‑driven plots. Dr. Jones adds that “these portrayals, whether intentional or not, create an unconscious template that girls and boys are socialised into, with boys given the default ‘hero’ role in science.”

3. Lack of Visible Role‑Models
   A recent LinkedIn survey, also referenced in the Sun piece, found that 70 % of female STEM professionals feel “unrepresented” in their field. Without visible mentors who reflect their identities, young girls feel that STEM is a domain they are not welcome in. The article quotes an initiative called “SheCodes”—a national coding boot‑camp for girls—that has seen a 27 % increase in female applicants since its launch, but notes that the numbers are still far below the 1:1 ratio the government aims for.

The Ripple Effects on the Future Workforce

The IPPR analysis links the belief that STEM is “for boys” to tangible economic outcomes. If girls are discouraged from entering STEM fields early on, the UK risks a future shortage of talent—especially in high‑growth sectors like artificial intelligence, robotics, and green energy. Dr. Mark Patel, an economist at the University of Leeds, warns that “a gendered perception of STEM will not only limit individual choice but also reduce the country’s overall competitiveness.”

The article also highlights a 2023 case study from Imperial College London, where a targeted intervention program—“Girls in STEM” (GiS)—has been implemented in six secondary schools. By pairing female students with STEM mentors and offering real‑world project experiences, the program has increased the proportion of girls enrolling in A‑level physics and chemistry by 15 % over two years. A link in the Sun article provides a deeper look at the GiS methodology and its results, underscoring the importance of early, immersive exposure.

Policy Responses and Industry Initiatives

The Sun piece cites the Government’s “STEM 2025” strategy, which aims to close the gender gap by 2025 through increased funding for STEM education, targeted scholarships for women, and mandatory diversity reporting by STEM employers. The article quotes the Department for Education’s Director of STEM, Rachel Thompson, who says, “We can’t afford a future where half of our tech talent is left behind because of outdated stereotypes.”

Industry representatives have also joined the conversation. A LinkedIn post by TechUK, the UK’s industry association, emphasises the need for “inclusive STEM ecosystems.” It lists three actions companies can take: hiring more women into STEM roles, supporting female‑led tech startups, and ensuring STEM training materials do not contain gender bias. These initiatives are further elaborated in a link to the TechUK Diversity Toolkit, which provides guidelines for companies looking to implement gender‑equitable practices.

What Young People Are Saying

In an effort to give voice to the survey respondents, the Sun article quotes several 18‑ and 19‑year‑olds who challenged the stereotype. One respondent, Emma, 18, said, “I always thought engineering was a boy’s job, but after seeing a female engineer in a school demo, I realised I could do it too.” Another, Sam, 21, explained that he was “surprised to see how many girls were into coding clubs,” pointing to a shift in perception when girls see themselves represented.

The article concludes with a call to action: educators, policymakers, media, and industry must collaborate to dismantle the gendered narrative that STEM is “for boys.” The IPPR report suggests a multi‑pronged approach—starting with inclusive curricula, media representation, robust mentorship programmes, and government incentives—to ensure that every young person sees STEM as a field where they can thrive.

Bottom Line: The Sun’s report paints a sobering picture of how deeply entrenched gender stereotypes still exist among the youth. Yet it also offers a roadmap for change, drawing on research, real‑world programmes, and policy commitments. By addressing the misconceptions at their roots, the UK can secure a diverse, dynamic STEM workforce for the future.