UNESCO Inspiring girls to pursue science
Women and girls remain underrepresented in science, technology, engineering and mathematics (STEM), often due to persistent stereotypes and limited access to opportunities. Through education, mentorship and visible role models, UNESCO supports girls in building confidence and pursuing scientific careers.
Science, technology, engineering, and mathematics (STEM) are fundamental to sustainable development, yet women and girls continue to face barriers that limit their participation in these fields – from gender stereotypes to limited access to quality education. Today, women represent only 35% of STEM graduates.
Through initiatives that promote gender equality in education, UNESCO supports girls’ access to quality STEM learning, strengthens teacher training, and advances mentorship and role-model programmes that make women in science visible. By advocating for inclusive education policies, supporting community-based interventions, and celebrating women scientists, UNESCO helps challenge stereotypes and remove systemic barriers that prevent girls from pursuing science, echoing the priority areas set out in the UNESCOCall to Action “Closing the Gender Gap in Science“.
The International Day of Women and Girls in Science, celebrated annually on 11 February, is an opportunity to raise awareness of these issues. Biology and chemistry teacher Edinah Nyakondi, and her students Bethsebah Jeberio and Clarice Anyango from the St. Clare Girls Secondary School in Nyamira County, Kenya, shared their experience and inputs to inspire every girl to follow their dream.
Making science accessible – not intimidating
Edinah’s journey into science began with inspiration from a young age. “My teachers served as a role model for me, which moved and motivated me to join the profession and follow in their footsteps.” Today, she is that role model for a new generation of girls, teaching science and working daily to dismantle society’s deeply rooted stereotypes.
One of the biggest obstacles she faces amongst her learners is not a lack of ability, but a lack of confidence. For girls especially, these perceptions are often reinforced by social expectations that quietly suggest science is not for them. By forming supportive learning groups and simplifying complex concepts, she helps students see science as accessible rather than intimidating. She is convinced that often, the most powerful lesson is simply using your own path as an example. “I show my students my academic results and achievements to demonstrate that success in science is possible.”