As part of the second work package of the HER Tech – Her Terms project, the Technical University, as the German partner institution, conducted a standardised online survey to paint a detailed picture for Germany. The data from the HER Tech survey now available compares the assessments and experiences of participants from Germany with those from a number of other countries. Overall, clear differences can be identified across several thematic areas, particularly with regard to the perception of influencing factors, the effectiveness of measures and the structural conditions for equality in the ICT and STEM sectors.
There are particularly large differences with regard to the perceived barriers that prevent girls aged 13–17 from pursuing ICT or STEM careers. German participants are significantly more likely to cite self-doubt (56.4% compared to 38.8% internationally) and a lack of encouragement from parents and teachers as the main factors. In other countries, however, stereotypes, especially ideas such as “tech is for boys”, are the number one problem, cited by 58.5% of respondents. Germany is significantly below this figure, at 36.4%. This indicates that in the German context, individual and immediate educational factors are more likely to be seen as the main issue, while internationally, structural and cultural barriers are more prominent.
When assessing whether the education system actively contributes to equality, German survey participants tend to be pessimistic. 36.4% question this, compared to only 22.3% in other countries. At the same time, Germans agree slightly more often with the statement that the system reinforces existing inequalities. These results suggest that the perception of the education system and institutional framework in Germany is more critical and problem-oriented.
Another difference can be found in the question of how strong the influence of parents on girls aged 7–12 is considered to be. With an average value of 4.5, Germany is slightly above the international average of 4.1. This difference also points to a cultural difference: German respondents attribute a particularly central role to the family, while internationally the spectrum of relevant influencing factors is more broadly distributed. According to German survey participants, friends and peers are also perceived as important influences for girls in the younger age group. At the same time, the influence of celebrities is rated significantly lower in Germany.
For the 13–17 age group the low importance of public role models and the stronger focus on the personal environment indicate a stronger family and school-related orientation in Germany. It is therefore not surprising that when asked which levels and initiatives would have the strongest impact on changing the situation, there is a high level of support for cultural changes as well as local and school-based measures. For over 80%, a change in teaching would be a particularly effective lever. However, German participants have significantly less confidence in national reforms than their international counterparts (5.5% vs. 21.2%). This underlines the high importance attached to educational measures in Germany.
The survey results show that German participants see equality in the ICT/STEM context as being more strongly influenced by educational, family and individual factors. In international comparison, the focus is more clearly on cultural and social structures. It is striking that Germany identifies educational institutions as both the most important lever and the central problem area. The first national report, which the Technical University is preparing as part of the HER Tech project, describes and analyses these survey results in detail. The conclusions will form the guidelines for further steps – towards greater equality in ICT and STEM professions and, hopefully, greater self-confidence among girls and women in their abilities.
