Bridging Gender Gaps in STEM: Bangladesh's Evolving Landscape

Global Outlook on STEM Education

Employment opportunities in science, technology, engineering, and mathematics (STEM) fields are forecasted to expand at a rate more than double that of all occupations combined in the coming decade. According to the U.S. Bureau of Labor Statistics (BLS) 2019–2029 employment projections, STEM occupations are anticipated to grow by 8% by 2029, in contrast to the 3.7% growth projected for all occupations.

Despite increasing efforts to address gender disparities in STEM fields globally, women remain underrepresented, constituting only about 28% of engineering graduates, 22% of artificial intelligence workers, and less than one-third of tech sector employees worldwide. In higher education, women represent approximately 35% of all students enrolled in STEM-related fields and about 33% of all researchers globally.

This underrepresentation is perpetuated by gender stereotypes, biased attitudes, and male-dominated cultures in STEM fields, particularly impacting high-demand and high-paying fields like computer science and engineering. Women continue to fill roles that have been traditionally associated with female-dominated sectors and occupations. For example, professions in nursing and childcare demonstrate notably high percentages of female representation, often exceeding 90%.

Similarly, teaching and educational roles, particularly in primary school and early childhood education, exhibit substantial female participation. Likewise, occupations such as cooking, cleaning, clerical work, and librarian positions are characterised by significant proportions of women in the workforce.

The exclusion of women from technology development, application, and governance limits their digital empowerment and hinders the transformative potential of the field, resulting in a USD 1 Tn GDP loss in low and middle-income countries. In specific STEM fields, women’s enrollment remains notably scarce, with only 3% in information and communication technology (ICT), 5% in mathematics and statistics, and 8% in engineering, manufacturing, and construction programs.

South Asia, in particular, faces pronounced underrepresentation, with only 23% of female researchers and a male-dominated STEM student population, reflecting global socio-economic challenges and cultural expectations that prioritise traditional roles for women over professional careers.

Bangladesh’s Position in STEM Dynamics

The STEM landscape in Bangladesh is rapidly evolving, with emerging sectors such as information technology, engineering, and biotechnology offering immense growth potential. However, this promising trajectory is marred by a significant gender disparity, evident in the underrepresentation of women in both the STEM workforce and tertiary STEM education.

While there is a steady enrollment of females in primary education, indicating initial interest and participation, there seems to be a leakage or decline in enrollment rates as females transition to secondary and tertiary education. This disparity is fueled by multifaceted challenges ranging from entrenched societal norms discouraging women from pursuing STEM careers to barriers in accessing quality education and biases in recruitment practices.

Unveiling Key Insights

The report has synthesised findings from 20 Key Informant Interviews (KIIs), 9 Focus Group Discussions (FGDs), and Needs Assessment Surveys (NAS) of over 700 participants including STEM students, STEM faculty members, and STEM alumni. Our findings have pinpointed several multifaceted challenges that contribute to the gender disparity within STEM disciplines in Bangladesh:

Societal Norms and Expectations: Deep-rooted societal expectations often discourage women from pursuing STEM careers, leading to limited career options and opportunities.
Lack of Female Role Models: Absence of visible female leaders and mentors in STEM fields contributes to a lack of inspiration and guidance for aspiring female professionals.
Gender Biases in Recruitment: Discriminatory hiring practices and workplace biases deter women from entering and advancing in STEM careers.
Inadequate Facilities and Safety Concerns: Safety concerns and poor working conditions in workplaces further hamper women’s participation in STEM.

Understanding Stakeholder Perspectives on STEM Landscape

The gaps between demand-side and supply-side players in STEM education and career pathways in Bangladesh are multifaceted. On the demand side, private sector organisations recognize the value of gender diversity but lag in implementing inclusive recruitment and retention strategies. Despite recognizing the tangible benefits of gender diversity, with 70% acknowledging its role in fostering innovation and driving business growth, there is a stark contrast in implementation.

Only 30% of these organisations have taken proactive steps to integrate gender-inclusive recruitment and retention strategies. This disconnect limits opportunities for female STEM professionals and contributes to the skills gap reported by employers. Furthermore, limited collaboration between industries and educational institutions results in curricula that may not align with industry needs, leaving graduates ill-prepared for the demands of the job market.

On the supply side, educational institutions grapple with challenges in delivering quality STEM education to female students. Limited resources, inadequate laboratory facilities, and outdated curricula hinder the effective delivery of STEM courses. Additionally, the absence of visible female role models and mentors in STEM exacerbates these challenges, leading to a lack of inspiration and guidance for aspiring female professionals.

Despite recognizing the need for policy interventions, public organisations struggle with implementation due to bureaucratic hurdles and resource limitations. For instance, while the National Science and Technology Policy of 2011 emphasises the importance of women’s participation in STEM, there are significant gaps in implementation and enforcement.

Value Proposition for Investing in Inclusion

Private organisations benefit from increased female participation in STEM, as it fosters innovation and drives business growth by bringing diverse perspectives. Collaborating with educational institutions through SheSTEM will provide access to untapped talent pools and align with corporate social responsibility goals, enhancing brand reputation.

Similarly, universities can attract a broader range of students, enhance academic excellence, and meet market demands through industry collaboration. Most importantly, public entities can play a pivotal role through adequate policy support while aligning with national development goals for inclusive growth.

Targeted Interventions for Addressing Key Barriers

To address these challenges and bridge the existing gaps, a concerted effort is needed from both demand-side and supply-side players. These targeted interventions are crucial as they not only address the gender disparities in STEM but also contribute to broader socio-economic development goals. By fostering a more inclusive STEM ecosystem, Bangladesh can unlock the full potential of its population, drive innovation, enhance competitiveness, and achieve sustainable economic growth.

Moreover, promoting gender diversity in STEM is essential for building a resilient and future-ready workforce capable of addressing complex challenges and driving technological advancements in the rapidly evolving global landscape. To address the identified challenges and promote gender diversity in STEM, the following targeted interventions are proposed:

Enhancing Employability Skills: Developing and implementing STEM courses tailored to equip female students with technical and soft skills, such as leadership, communication, and problem-solving.
Fostering Industry-Academia Linkage: Establishing mentorship programs, tailored internship programs, and industry-academia collaboration platforms to provide female students with exposure to real-world projects and opportunities. Universities with active industry partnerships reported a 40% improvement in female student engagement and success in STEM fields.
Policy Advocacy: Engaging with policymakers to advocate for gender-inclusive policies in education and employment. Research indicates that countries with comprehensive gender equality policies in STEM have seen a 20% increase in female participation in STEM careers within five years.