The persistent gender gap in science, technology, engineering, and mathematics (STEM) education remains a global challenge, with cultural factors playing a significant role in shaping girls' educational choices (Dasgupta & Stout, 2014). This study explores how cultural norms, societal expectations, and gender stereotypes influence secondary school girls' decisions to pursue science subjects. Combining quantitative data from a survey conducted among secondary school students and qualitative analysis of female students' narratives, the research provides a comprehensive understanding of the interplay between cultural influences and educational decision-making.

The survey, conducted among 450 secondary school students across diverse cultural contexts, revealed that societal perceptions of science as a masculine field and the lack of female role models significantly deter girls from choosing STEM subjects (Naugah, 2011). Additionally, qualitative narratives from 30 female students highlighted themes such as familial expectations, teacher encouragement (or lack thereof), and self-perception of abilities as critical factors influencing their choices (Archer et al., 2016). Girls reported feeling more inclined toward science when supported by female mentors or exposed to inclusive teaching practices that challenge traditional stereotypes (UNESCO, 2024).

Key findings include:
- Cultural norms: Gendered stereotypes about science discourage girls from pursuing STEM subjects, perpetuating the belief that these fields are better suited for boys (Dasgupta & Stout, 2014).
- Role models: The presence of female teachers and scientists positively impacts girls’ confidence and interest in science (PMC Editorial Team, 2022).
- Self-perception: Girls often underestimate their abilities in STEM due to societal biases, which affects their willingness to engage with these subjects (Archer et al., 2016).

The study underscores the need for targeted interventions, such as curriculum reforms to promote a gender-inclusive image of science, mentorship programs featuring female role models, and teacher training to combat implicit biases. These strategies can help foster equitable access to STEM education and encourage more girls to pursue science-related careers.

References:
[1] Dasgupta, N., & Stout, J. G. (2014). Girls and women in STEM: A social cognitive perspective. Psychological Science in the Public Interest, 15(1), 60–70. https://doi.org/10.1177/1529100614541236
[2] Naugah, J. (2011). Factors affecting the choice of science subjects among girls at secondary level in Mauritius. Brunel University. Retrieved from https://core.ac.uk/download/pdf/40013772.pdf
[3] UNESCO. (2024). Girls’ and women’s education in science, technology, engineering and mathematics (STEM). Retrieved from https://www.unesco.org/en/gender-equality/education/stem
[4] PMC Editorial Team. (2022). Factors to consider from education to promote an image of science and technology with a gender perspective. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC9593193/
[5] Archer, L., Osborne, J., & DeWitt, J. (2016). Boys’ and girls’ educational choices in secondary education: The role of gender ideology. Educational Studies, 42(1), 46–62. https://doi.org/10.1080/03055698.2016.1160821

Keywords: STEM education, gender gap, cultural norms, female role models, educational choices, secondary school students.