Further up the educational ladder, the Government\u2019s STEM Equity Monitor 2024 reveals girls only make up a quarter of Year 12 enrolments in IT, physics and engineering. Low participation in these critical subjects directly impacts future opportunities for girls and is a major contributor to the gender imbalance in STEM tertiary education and the STEM workforce. Only 37% of university STEM enrolments are from women and women only represent 15% of all people working in STEM jobs.<\/span><\/p>\n All students possess the capacity to excel in science, yet many girls experience a decline in confidence in the subject. Stereotypes, bias, lack of role models, and classroom dynamics all erode their identity as being \u201csomeone who does science\u201d.<\/span><\/p>\n Because science drives innovation and solutions, from climate forecasting to medical breakthroughs, the underrepresentation of girls significantly diminishes the potential for diverse perspectives and innovative solutions. That not only limits individual potential but weakens Australia’s capacity to lead in science and solve future challenges.<\/span><\/p>\n Experiences of bias and stereotyping begin early in life and have a significant impact on girls and women\u2019s confidence and interest in science.\u00a0The perception that some science fields are a better fit for males (physics, IT, engineering), particularly by influencers such as parents, educators, and career counsellors, is one of the biggest barriers to girls and women participating and persisting in these areas.<\/span><\/p>\n A lack of diverse female role models, whether in the classroom, at work, or online, further decreases the likelihood of girls considering science as a career option. A 2023 Australian study found the Year 11 and 12 science curricula featured only male role models, with British chemist Rosalind Franklin the sole exception in a few states<\/span>1<\/span>. New syllabuses are now working to address this lack of female representation.<\/span><\/p>\n Confidence starts in the classroom. Around Year\u202f6, just as students start forming stronger ideas about who\u2019s \u201cgood at science\u201d, many girls, though just as capable as boys, begin speaking up less and doubting their place in science. This confidence dip often shapes future subject choices and long-term engagement.<\/span><\/p>\n Small shifts in teaching practice can have a big impact on how girls see themselves in science. Research points to several proven strategies <\/span>2<\/span>:<\/span><\/p>\n At Narrabeen Sports High School, Head of Science Cameron McDonald is using the EP Learning Cycle to shape a classroom where every student can succeed. With a diverse student body, Cameron tailors EP\u2019s curriculum-aligned resources to meet his students where they\u2019re at, providing Individualised Instruction.\u00a0<\/span><\/p>\n It\u2019s not just about female students but about creating a culture where <\/span>everyone<\/span><\/i> feels they belong in science. For the girls, learners who need more support, those lacking confidence in science, Cameron uses EP to scaffold and personalise lessons and deliver Purposeful Practice.\u00a0<\/span><\/p>\n With EP\u2019s Actionable Assessment tools, Cameron closely tracks growth, adapts instruction on the fly, and spends more time having meaningful check-ins with students. The combination of targeted resources, ongoing assessment, and strong teacher-student relationships is having a visible impact on <\/span>every<\/span><\/i> students\u2019 engagement with science.<\/span><\/p>\n Take a page out of Cameron\u2019s book to help girls thrive in science:<\/span><\/p>\n Science education should be where curiosity is sparked, not shut down. With the right tools, messages and mindsets, educators can help every girl see herself as a scientist, a problem-solver, a leader. It\u2019s not about fixing girls; it\u2019s about fixing the systems and classrooms that let confidence quietly slip away. With EP, teachers have what they need to tailor support, celebrate growth and create inclusive spaces where every student feels they belong in science. That\u2019s how we close the gender gap, by showing every girl she already has what it takes.<\/span><\/p>\n Learn more about how Education Perfect can support closing the gender gap in science by contacting our Specialist Science Curriculum Advisors.<\/b><\/p>\n Sources<\/span><\/p>\nUnderstanding the Barriers<\/b><\/h4>\n
![\"\"](\"https:\/\/www.educationperfect.com\/wp-content\/uploads\/2025\/08\/nobel-prize-gender-gap.jpeg\")
<\/p>\nWhere Teachers Can Make a Difference<\/b><\/h4>\n
\n
\n<\/span>Spotlight on Success<\/b><\/h4>\nPractical Strategies for Educators<\/b><\/h4>\n
\n
Conclusion: A Future All Girls Deserve to See Themselves In<\/b><\/h4>\n