Although in most OECD countries women now hold higher qualifications than men, they remain under-represented in scientific and technical fields of study and careers. In France, in 2018, 32 per cent of girls chose a science-based stream after the ‘seconde’ year, compared with 40 per cent of boys. In higher education, whilst women account for 55 per cent of the student body (43 per cent in preparatory classes for the grandes écoles – CPGE – and 59 per cent at university), they make up only 31 per cent of those enrolled in science-focused CPGE programmes
This situation is regarded as a cause for concern by researchers and public authorities because it contributes significantly to the gender pay gap in the labour market: depending on the country, the under-representation of women in science accounts for between 20 and 30 per cent of the gender pay gap among higher education graduates. It also leads to a loss of potential talent at a time when demand for skills in sectors such as IT and artificial intelligence is growing rapidly.
Numerous scientific studies have examined the effect of stereotypes and social norms on gendered educational choices. The persistence of social norms can be partly explained by the fact that they act as self-fulfilling prophecies: the under-representation of women in science, for example, means that young girls have few opportunities to interact with female scientists who could change their perceptions of society, thereby contributing to the reproduction of gender inequalities from one generation to the next.
To ‘break’ this type of dynamic, several organisations have proposed directly exposing young girls to female scientists. However, the ability of such interventions – which rely on positive role models – to influence girls’ career choices needs to be validated.
L’évaluation du programme For Girls in Science (FGiS) que nous avons menée en 2015–2016 fournit des réponses précises à cette question.
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