What prevents a young woman interested in mathematics or science from pursuing a STEM career? Often, the focus is on the visible factors: access gaps, stereotypes, or a lack of role models. However, a sustainable transformation requires looking beyond external factors and understanding how career paths, talent, and interest are shaped from school onward.
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In 16 technological high schools under the General Directorate of Technological and Industrial Education (DGETI), the ecosiSTEMa Educando project identified a profound tension between vocational interest and the symbolic barriers that influence young people’s decisions. This finding points us toward a clear path: creating the conditions for more students to recognize themselves as key players in scientific and technological development.
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The Numbers Behind the STEM Gap
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This initiative is supported by the Caterpillar Foundation, whose global vision focuses on building resilient communities by investing in education and developing 21st-century skills. Its commitment to STEM education drives projects that strengthen local capacities and promote sustainable development with real impact.
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Globally, women represent approximately 35% of STEM graduates (UNESCO, 2026). In Mexico, the Mexican Institute for Competitiveness (IMCO, 2025) estimates that approximately 3 out of every 10 professionals in these sectors are women.
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These figures tell more than a story of inequality: they reveal a strategic opportunity. STEM disciplines drive sustainable development, knowledge generation, and the best-paying jobs of the future. Increasing female participation in these fields is not only a goal of equity, but an essential condition for economic growth, innovation, and social justice.
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The challenge is not sparking interest, but sustaining it
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In implementing ecosiSTEMa Educando, we conducted a diagnostic study with more than 1,800 students at 16 DGETI schools in Mexico City, the State of Mexico, and Nuevo León. The results challenge a widespread notion about STEM careers: the problem is not a lack of interest, but the difficulty of transforming that interest into a concrete career path.
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Among the student body—51% women and 41% men—enthusiasm for STEM fields is high and equally divided: 79% of women expressed interest, compared to 77% of men. However, when interest translates into intention, the gap becomes clear. Although 8 out of 10 young women say they are attracted to these disciplines, only 16% plan to study a STEM career, compared to 22% of their male peers.
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Confidence, the least visible barrier
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If the interest exists, why don’t so many young women envision themselves in a STEM future?
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The analysis points to a less visible but crucial barrier: self-perception of ability. Half of the women surveyed said they did not feel prepared for these disciplines, compared to only a third of the men.
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This difference is compounded by the weight of cultural biases. When asked about their perceptions regarding gender and STEM skills, 40% of the men surveyed agreed with the statement that they are naturally better at these disciplines, an idea shared by 13% of the women. This data shows that, even in technical high schools with equitable training, many young women face a symbolic burden that makes them doubt their own talent.
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Building Bridges for a STEM Future
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Faced with this reality, ecosiSTEMa Educando proposes a collaborative model that acts as a bridge between students, schools, and companies. Its purpose is to support young talent and transform interest into a sustainable life project.
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The model is implemented through four interconnected stages:
- Identification and Guidance: We identify early interests and skills.
- Training and Support: We strengthen skills through workshops, mentoring, and certifications.
- Connection with Industry and Academia: We connect young people with real-world experiences and professional role models.
- Evaluation and monitoring: We measure progress to enhance learning.
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Thanks to our strategic alliances, 2,080 students are already part of this learning ecosystem. Our goal is for the decision to study a discipline in science, engineering, mathematics, or technology to be supported by a network that reinforces confidence and validates the talent of each young person.
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Because by strengthening confidence and challenging stereotypes from high school onward, we not only pave the way for equity, but we also foster a real opportunity for growth. Ensuring that 79% of interested young people reach their professional goals is not just an aspiration; it is the key for Mexico to have the diverse talent it needs to face the challenges of the present and, thus, build a better future.
March, 2026
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References
Instituto Mexicano para la Competitividad A.C (IMCO). (2025). Compara Carreras 2025. https://comparacarreras.imco.org.mx/las-10-mas
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Instituto Mexicano para la Competitividad (IMCO). (11 de febrero de 2026). Hoy es el #DíaInternacional DeLaMujerYNiñaEnLaCiencia. https://www.linkedin.com/posts/imcomx_daedainterna
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UNESCO. (9 de febrero de 2026). Impulsar la igualdad de género en la educación STEM: inspirar a las niñas a seguir carreras científicas. https://www.unesco.org/en/articles/advancing-gender-equality-stem-education-inspiring-girls-pursue-science
