#IDWGS Essay: NAVIGATING CHALLENGES AND CELEBRATING WOMEN IN STEM by Aakarshika Rana

NAVIGATING CHALLENGES AND CELEBRATING WOMEN IN STEM

Why is it that when we discuss STEM, it often seems to be dominated by boys and men? According to data from the National Science Foundation, although 52% of women are enrolled in science, technology, engineering, and math (STEM) courses for graduation, only 29% end up working in STEM fields. Even at the highest levels of leadership, only 3% of women hold the CEO position in the STEM industry. Interestingly, women are actively studying these subjects. World Bank data reveals that women constitute nearly 43% of the total science, technology, engineering, and mathematics graduates in India, one of the highest rates globally. While abundant women teach STEM at the school level in India, the scenario changes at higher education levels, creating a perception of STEM as a boys' club and reinforcing stereotypes. This disparity raises essential questions about the factors contributing to the underrepresentation of women in STEM fields.

The shortage of women in STEM fields is not just because they lack skills; traditional gender roles also influence it. Women often experience a "dual role" challenge, where their family responsibilities significantly impact their professional choices. In India, there is a reverse relationship between Female Labour Force Participation and marital status; married women participate less in urban areas than unmarried women. Many Indian women leave their careers around the middle stage, leading to a scarcity of women in leadership positions. Niti Aayog’s report reveals that 30 percent of women in science feel their careers negatively affect family and household duties. Additionally, 47 percent mentioned family care as a reason for rejecting challenging career opportunities.

Beyond domestic responsibilities, women in STEM face subtle biases at work. According to Key Global Workforce Insights, around 81 percent of Indian women in STEM encounter gender bias in performance evaluations, with many believing their companies will not promote women to top positions. Due to fewer female colleagues and leaders, they risk feeling excluded and isolated in male-dominated environments. Moreover, the absence of suitable workplace benefits, such as travel allowances, lodging, and maternity benefits, discourages women from pursuing STEM careers. In addition, it is essential to recognize the societal perception that perpetuating stereotypes about women's capabilities in STEM fields. This perception can affect young girls' aspirations and hinder their pursuit of STEM education and careers.

Gender roles are assigned very early in life, leading many women to believe that men have a natural advantage in STEM fields. Almost 76 percent of Indian women think their male colleagues are inherently better at math and science. Research from the Institution of Engineering and Technology shows that gender bias starts when adults begin treating children differently based on their gender during social interactions. Even the choice of toys can reinforce gender stereotypes, influencing children's future career paths. For instance, boys are three times more likely to receive STEM toys, associating traits required for STEM with boys. Fields like engineering and computer science, often linked with masculinity, contrast with women being conditioned from an early age for caregiving roles like nursing or teaching. This highlights the need to change perceptions about STEM opportunities starting at a young age. Breaking free from early biases is crucial to encouraging a more inclusive approach to STEM for all. Encouraging and supporting girls in STEM from an early age is crucial to breaking these stereotypes and fostering diversity in these fields. Moreover, promoting workplace policies that address the unique challenges faced by women in STEM, such as flexible working hours and mentorship programs, can contribute to a more inclusive and supportive environment.

At the governmental level, there are initiatives to promote gender equality in STEM fields. Some of these initiatives are Gender Advancement for Transforming Institutions (GATI), Knowledge Involvement Research Advancement through Nurturing (KIRAN), and Consolidation of University Research for Innovation and Excellence in Women (CURIE). To enhance gender diversity, various multinational technology companies in India have established apprenticeship training and certification programs in towns and villages specifically designed for women in technology. Often operating under the Public-Private Partnership (PPP) model, these programs serve as valuable sources for talent recruitment.

In addition to talent development, targeted hiring policies can increase the representation of women in the workforce. This involves crafting gender-neutral job descriptions, mitigating unconscious biases in interviews through diverse interview panels, and analysing salary structures to address pay disparities. Some companies are actively researching and addressing obstacles hindering women's manufacturing progress. Several manufacturing companies in India are revamping workplace policies and environments to encourage the inclusion of women in operational roles. This includes initiatives such as gender-focused hiring campaigns, gender-neutral machine configurations, workplace conditions, and the provision of proper sanitary and childcare facilities. Formal mentorship, sponsorship, and allyship programs are being adopted to support high-performing women in reaching leadership positions. Having more women in senior roles has a positive ripple effect, fostering innovation, gender-sensitive decision-making, and a supportive working environment. Moreover, women in leadership positions serve as inspiring role models for other female employees, students, and job seekers, contributing to a more inclusive and diverse professional landscape.

Thus, the underrepresentation of women in STEM is a persistent challenge fuelled by a complex interplay of societal expectations, workplace biases, and early-life conditioning. While strides are made through government initiatives and corporate efforts, the journey toward gender diversity in STEM is ongoing. Encouragingly, programs fostering mentorship, sponsorship, and allyship are proving effective in propelling women into leadership roles and contributing to a more inclusive and innovative professional environment. By simultaneously challenging stereotypes, promoting early engagement in STEM, and implementing supportive workplace policies, we can collectively break down barriers and ensure that the full potential of women in STEM is realized, fostering a future where talent knows no gender boundaries.

ABOUT THE AUTHOR

Aakarshika Rana is a second-year B.A. LL.B. student at Himachal Pradesh National Law University, Shimla. She hails from Palampur, Himachal Pradesh, a small town in the Dhauladhar range's foothills and surrounded by lush green tea gardens. Her academic foundation was laid at D.A.V. Public School, Palampur, where she completed her schooling until class 10. Subsequently, she pursued her 12th at Government Model Senior Secondary School, Sector 35D, Chandigarh. She successfully navigated one of the most rigorous interviews, the S.S.B., securing A.I.R. 223 in N.D.A. (I) 2022. Aakarshika's commitment to social justice led her to intern with the Punjab State Human Rights Commission, Chandigarh, where she gained invaluable insights into the commission's functioning and actively contributed to solving real-life cases. Notably, her involvement in crafting a research paper titled "Police: Perpetrators or Victims of Human Rights Violations?" showcased her analytical skills. Currently, Aakarshika is engaged in an internship with the Subathu Cantonment Board, Himachal Pradesh, where she plays a pivotal role in researching and drafting bye-laws for the Cantonment. Her proactive participation reflects her dedication to making meaningful contributions to legal frameworks.