The Gender Gap in Math: Breaking Barriers and Challenging Stereotypes

Countless studies have debunked the notion of gender-based intelligence differences in mathematics, showing that girls are just as good as boys. Yet, a significant gender disparity still prevails across educational and professional landscapes. The shocking statistics are hard to ignore:

• In 2021, women comprise only 28% of the science and engineering workforce (Grieco et al., 2023).

• In 2020, only 25% of bachelor’s degrees in math, computer science, and engineering were earned by women (Grieco et al., 2023).

• Women are 1.5 times more likely than men to leave the STEM pipeline after taking Calculus I (Ellis et al., 2016).

• Every year, girls score around 20 points lower on SAT math than boys do (College Board Suite of Assessments).

Such a substantial gender gap in math and math-heavy fields can be traced back to gender stereotypes. According to a 2017 study by Lin Bian et al., girls as young as 6 years old internalize the prejudicial belief associating “really, really smart people” with boys. In another study by Susan H. Picker and John S. Berry, when elementary school girls were asked to draw a mathematician, the girls were twice as likely to draw a man (61%) than a woman (30.5%). This cultural bias has undermined girls’ confidence and sense of belonging in math. In a 2020 survey by the Society for Industrial and Applied Mathematics, among over 1,200 contestants in a math modeling challenge, only 58% of girls described their math and science class participation as “frequent and confident,” compared to 76% of their male counterparts. Similarly, Lysann Zander et al. has found that girls exhibit lower levels of self-efficacy in math than boys, with gender stereotypes emerging as a likely explanation for this disparity.

One of the most effective ways to combat gender stereotypes in math is through representation and visibility. Highlighting female mathematicians in classrooms and learning materials challenges outdated beliefs and helps young girls envision themselves in similar roles. Programs like STEM Next Opportunity Fund's Million Girls Moonshot initiative have successfully promoted female role models in STEM. Furthermore, while organizations like Girls Who Code have expanded opportunities in computer science, there are few math-specific programs exclusively designed for girls. Creating initiatives that provide dedicated spaces for girls to explore math can foster confidence and a stronger sense of belonging.

Given the persistent nature of gender bias in society, you might wonder: Is it truly possible for all girls to confidently reach their full potential in math? The answer is yes. Gender stereotyping may threaten girls’ self-assurance and performance in math, but the differentiating factor between those who give in to it and those who don’t is mindset. In a study by Carol Dweck et al. on Columbia University’s female math students, those who held a growth mindset–believing they can strengthen their math proficiency through effort–were unaffected by gender bias both academically and psychologically.  Unconvinced by stereotypical beliefs, these girls embraced challenging mathematical tasks, maintained their motivation in the face of difficulties, and actively learned from mistakes. In contrast, stereotyping strongly impacted girls who held a fixed mindset–viewing their math ability as innate and unchangeable. When bumping up against a frustrating task, these girls often doubted their competence in math; gradually, many of them no longer felt included and comfortable in math settings.

Infusing a growth mindset in girls to lose the gender gap in math requires more than just encouragement. A systemic review of mindset interventions by Phuong Bui et al. found that simply communicating positive messages is insufficient; instead, math instruction must actively reflect growth mindset principles. The researchers suggest emphasizing engagement with challenging problems, encouraging students to embrace mistakes as learning opportunities, and promoting deep problem-solving skills. An NCTM publication also recommends exposing girls to diverse and unconventional problem-solving approaches. Additionally, since most elementary school math teachers are women, their attitudes toward math significantly shape girls' perceptions early on. This is why experts like Stanford’s Jo Boaler advise math educators to avoid language that expresses a lack of confidence—such as "I'm bad at math" or "This is hard”.

Returning to the earlier question, how can we shatter the barriers that have held back our girls in math? While deconstructing gender stereotypes in math and expanding access to girls-only math programs are vital, equally important is transforming girls’ perceptions of stereotypes. How do we ignite this change? Through nurturing a growth mindset in girls and fundamentally shifting the way math is taught.

References

1. Zander, Lysann, et al. “Frontiers.” Frontiers in Psychology, vol. 11, Oct. 2020, doi:10.3389/fpsyg.2020.552355. 

2. Grieco, Elizabeth. “Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023.” NSF - National Science Foundation, 30 Jan. 2023, https://www.nsf.gov/reports/statistics/diversity-stem-women-minorities-persons-disabilities-2023. 

3. College Board. “SAT Suite Data and Reports Archive – Reports.” College Board, https://reports.collegeboard.org/sat-suite-program-results/data-archive. Accessed 15 Mar. 2025. 

4. Bian, Lin, et al. “Gender Stereotypes about Intellectual Ability Emerge Early and Influence Children’s Interests.” Science, Jan. 2017. 

5. Picker, Susan H., and John S. Berry. “Investigating Pupils’ Images of Mathematicians.” Educational Studies in Mathematics, vol. 43, no. 1, July 2000, pp. 65–94, doi:10.1023/A:1017523230758. 

6. Piloto, Clara. “The Gender Gap in STEM.” MIT, 13 Mar. 2023, https://professionalprograms.mit.edu/blog/leadership/the-gender-gap-in-stem/. 

7. Dweck, Carol S. “Is Math a Gift? Beliefs That Put Females at Risk.” Unknown, 1 Jan. 2007, https://www.researchgate.net/publication/232434613_Is_Math_a_Gift_Beliefs_That_Put_Females_at_Risk. 

8. Berwick, Carly. “Keeping Girls in STEM: 3 Barriers, 3 Solutions.” George Lucas Educational Foundation, 12 Mar. 2019, https://www.edutopia.org/article/keeping-girls-stem-3-barriers-3-solutions/. 

9. Ganley, Colleen. “What Can We Do about Gender Differences in Math?” National Council of Teachers of Mathematics, 23 May 2016, https://www.nctm.org/Publications/TCM-blog/Blog/What-Can-We-Do-about-Gender-Differences-in-Math_/. 

10. Travers, Mark. “Even Among Elite Students, Boys Are More Confident In Math Than Girls.” Forbes, 9 Apr. 2020, https://www.forbes.com/sites/traversmark/2020/04/09/even-among-elite-students-boys-are-more-confident-in-math-than-girls/?sh=a7f6b757200f. 

11. Bui, Phuong, et al. “A Systematic Review of Mindset Interventions in Mathematics Classrooms: What Works and What Does Not?” Educational Research Review, vol. 40, Aug. 2023, p. 100554, doi:10.1016/j.edurev.2023.100554.