Abstract:

Despite extensive European and national initiatives aimed at fostering inclusion in STEM (Science, Technology, Engineering, and Mathematics) disciplines, gender inequalities persist, deeply rooted in cultural stereotypes and unconscious biases that emerge early in the educational pathway. This study focuses on lower secondary education in Northern Italy and examines the critical role of teachers in shaping girls’ engagement, self-confidence, and participation in STEM subjects. Qualitative research conducted in Italian schools reveals that teachers’ unconscious gender biases—often unintentional—significantly undermine girls’ self-efficacy in STEM. These biases appear through differentiated expectations, classroom interactions, feedback patterns, and implicit didactic choices, reinforcing the perception that STEM fields are inherently masculine. Such attitudes intersect with familial and societal influences, contributing to the “leaky pipeline” phenomenon, where girls disproportionately abandon STEM pathways compared to boys. The study highlights the urgent need for targeted interventions focused on teachers, including compulsory pre-service and in-service training programs to raise awareness and mitigate gender biases; the adoption of inclusive, personalized, and active teaching methodologies (such as collaborative problem-solving, project-based learning, and STEAM approaches); and the systematic integration of female role models and mentoring initiatives to enhance girls’ sense of belonging in STEM. By empowering teachers as key agents of change, combined with broader orientation and awareness strategies, it is possible to effectively challenge stereotypes, strengthen girls’ self-confidence, and promote more equitable and innovative participation in STEM from the earliest stages of secondary education. This approach offers significant potential for reducing the gender gap and addressing the growing demand for diverse STEM talent in the European labor market.

Keywords:

STEM education, gender gap, teacher training, female role models, inclusive pedagogy, equity in education.