As a partner in the HER TECH project, Sineglossa, an Italian association, is conducting research to analyze what cultural stereotypes deeply influence female participation in the Italian STEM field. The study is carried out through a series of interviews with policy experts, professors and other representatives of tertiary education, adolescent girls. Those stereotypes act as a barrier as soon as infancy by influencing women’s self-perception and career choices, creating an environment where girls often feel left out or inadequate.
One of the determining factors is cultural differences, expressed through education and, as a more specific example, in the approach to risk. In many families and schools, boys are encouraged to take risks and to face mistakes without fear. This approach encourages higher resilience when faced with failure, all the while girls are often educated to be responsible and perfect. Thus, when faced with adversity, they are led to think “I can’t solve it, I’m not good enough”, instead of considering the issue as a challenge to be overcome.
In this context, implicit career segregation mechanisms arise as well. Technical roles are still perceived as man-dominant, and professions such as engineering and computer science aren’t seen as an option for women. This kind of expectation isn’t just limited to work: the educational path itself is influenced by images and messages that reinforce the idea that STEM is a field for men.
Familiar and social dynamics play a determining role. Oftentimes, parents aren’t aware of the importance of technological subjects and tend to support their children towards careers considered to be more suitable. In this context, even the educational material plays a relevant role, since most of the time textbooks and school resources present specific cultural models that fail in encouraging girls to take up a STEM career. For example, in toys’ commercials, scientific kits for girls tend to focus on artistic activities, while those for boys emphasize scientific experiments.
An interesting aspect is the call for social utility, a way to fight those stereotypes. It has been observed that girls are more motivated when they see concrete applications of technology that contribute to human wellbeing. Biomedical engineering is the STEM discipline with the higher female participation percentage, making it a clear example of how the association between technology and social progress can make this field more alluring for women.
In conclusion, in Italy cultural influence leads girls towards perfection and caution, undermining their confidence and deterring them from entering in a world perceived as man-dominated. These prejudices intertwine with social expectations and are reflected in educational material, making their involvement in the STEM branches difficult. As per the metaphor of a pre-installed software in a computer, it becomes clear that girls, despite having the same potential of boys, are guided through limited paths because of cultural stereotypes.
Challenging these stereotypes and promoting gender equality in STEM disciplines is then not only a social necessity, but also an opportunity to build a more inclusive and just future.
