Gender Gaps in STEM
Globally, women are underrepresented in science, technology, engineering, and mathematics (STEM) relative to men. At SRBL, we investigate these STEM gender gaps and ways to redress them. Our research is particularly focused on understanding cross-cultural variability in STEM gender gaps and on employing cutting-edge immersive virtual reality (VR) to understand and reduce gender disparities.
For example, in one recent project, we examined gender gaps in STEM in the Middle East and North African (MENA) region. Women are much better represented among STEM graduates in MENA countries compared to other parts of the world, even though this region is often characterized, at least on the surface, by greater gender inequality and more conservative gender attitudes. Based on Western social psychological theories, MENA women should be especially underrepresented in STEM—yet, the statistics defy such expectations. To understand this paradox, we synthesized and meta-analyzed research on gender differences relevant to STEM pursuit conducted over the past 40 years across 20 MENA countries (Vial et al., 2026). This investigation reveals a stark departure from well-documented Western patterns of gender differences: Unlike in Western contexts, women (vs. men) in MENA hold more positive expectancies for success in STEM domains, perceive them as similarly valuable, and are just as motivated to engage in them. These insights illuminate psychological mechanisms that may account for women’s stronger participation in STEM education in MENA (vs. elsewhere), helping demystify otherwise surprising regional differences. More broadly, this work sheds light on the psychological factors underlying cross-regional variability in STEM gender gaps.
#Vial, A. C., #Spielmann, J., & Cimpian, A. (2026). What explains the high rates of women STEM graduates in Middle Eastern and North African countries? A systematic review and meta-analysis. (#Joint first authorship). Manuscript under review.
In another project, we examined whether immersive virtual reality (VR) embodiment of a counter-stereotypical role model—a famous female scientist—can reduce implicit gender–science associations, which automatically link science with men and underlie persistent gender gaps in STEM (Beneda et al., 2026). Although exposure to counter-stereotypical role models can shift both explicit gendered beliefs and implicit science-related associations, the effects are often modest and short-lived. Traditional role model interventions rely on indirect engagement with role models, which may be insufficient to alter deeply ingrained cognitive structures. In our study, participants embodied either a female scientist (Marie Curie), a male scientist (Albert Einstein), or a gender-matched control avatar depicting a peer. We assessed implicit gender–science associations one week before, immediately after, and one week after the VR experience, and we explored the moderating effects of participant gender. As hypothesized, embodying Marie Curie reduced implicit gender–science bias. This effect persisted after one week, and further analyses revealed that it was driven primarily by women. Embodying Albert Einstein produced no changes. Unexpectedly, the control condition also reduced bias, with effects persisting for men but not women. These findings demonstrate the promise of leveraging immersive VR for first-person embodiment to deploy powerful role model exposure experiences. By temporarily “becoming” the role model in a virtual environment, participants may experience a more self-relevant and engaging type of exposure than in traditional role-model interventions, and thus one that may be more impactful. This research has important practical implications for the development of interventions seeking to increase women’s participation in science and to reduce negative attitudes toward them.
#Beneda, M., #Spielmann, J., Ramadhan Alahmadi, A., Banakou, D., & Vial, A. C. (2026). Walking in her shoes: Virtual embodiment of a famous female scientist reduces implicit gender-science associations. (#Joint first authorship). Manuscript under review.