Position Paper 47/2026 by S. Duranti and N. Faraoni
In recent years, STEM disciplines—an acronym for Science, Technology, Engineering, and Mathematics—have assumed a central role in economic development strategies and public policies, as they are considered essential to supporting the digital transition, technological innovation, and regional competitiveness. Numerous policy documents, both at European and national levels, have long identified strengthening scientific and technological skills as a priority objective, explicitly supporting the need to reduce gender gaps in access to these paths (European Commission, 2012; UNESCO, 2018; World Economic Forum, 2016).
The reasons for the lower representation of women in STEM subjects have been extensively explored in the economic, sociological, and psychological literature. Studies show that the gender gap in these types of degrees is the result of a cumulative process involving the interaction of mathematical skills, self-perception of one’s abilities, family and school expectations, role models, and cultural factors.
