STEM and the digital economy for women

With the aim to lay the foundation of a ‘New India’, the recently approved National Education Policy (NEP) 2020 has proposed several progressive reforms in the education system. NEP’s inclusive emphasis on flexibility of curriculum and STEM (Science, Technology, Engineering and Mathematics) courses is a welcome step. Over the last five years, digital disruptions have transformed the way companies conduct their business. Growing human-technology interface has created efficiencies that drive economic growth and job opportunities. With rapid digital transformation, demand for a technologically competent workforce is rising. Research indicates that STEM-related jobs have grown by 44 percent in the past three years in India. India’s digital core sectors are expected to create 60 to 65 million jobs by 2025, many of which require functional STEM skills.

Increasing enrollment in formal education is a crucial step towards reducing the gender gap, albeit it is equally important to equip girls and women with relevant skill sets and provide an environment to improve their retention.

Areas of STEM, however, have predominantly remained of choice for males and witnessed much lower participation of women. The under-representation of women in STEM sectors puts them at a high risk of being displaced by technology. IMF’s study in 2018 indicates that women, more than men, perform more routine tasks — jobs that are prone to automation. About 11 percent of the female workforce as compared to nine percent of male workers are at a high risk of automation due to unequal ownership of STEM skills, capabilities, access and awareness. Therefore, increasing enrollment in formal education is a crucial step towards reducing the gender gap, albeit it is equally important to equip girls and women with relevant skill sets and provide an environment to improve their retention. This will not only reduce the gender gap but also prevent leakage of competent, productive and valuable human capital that can contribute positively to the country’s economy.

STEM’s leaky pipeline

In spite of growing opportunities in the STEM fields, women in India continue to be under-represented. an under-representation of women in the STEM sectors is a paradoxical challenge for the country. According to All India Survey on Higher Education (AISHE) 2018-19 by Ministry of Education, women constitute nearly 43 percent of the total STEM enrollments in the country; however, the disparity becomes starker with subsequent qualifications. Only three percent of women enroll in PhD in science and six percent opt for a PhD in Engineering and Technology. Further, they account for only 14 percent of the total scientists, engineers, technologists in research development institutions. This ‘leaky pipeline’ in STEM fields leads to more women dropping out and fewer women reaching higher levels as professional engineers or scientists.

Women are likely to face “dual role” syndrome, wherein professional decisions are largely affected by their domestic responsibilities.

The paucity of women in STEM is not merely due to skill inadequacy, but also a result of assigned stereotypical gender roles. Women are likely to face “dual role” syndrome, wherein professional decisions are largely affected by their domestic responsibilities. In India, there is an inverse trend between Female Labour Force Participation (FLFP) and their marital status — participation of married women is lower than the participation of unmarried women in urban areas. Women in India generally tend to drop out of the workforce around mid-career level; as a result, women are scarce in leadership roles. A Niti Aayog 2016-17 report states that 30 percent of women in science, felt that their career affected family commitments and household responsibilities adversely. Additionally, 47 percent of the respondents cited family care as a reason for refusing a challenging opportunity in their careers.

Apart from the domestic burden, women in STEM are also subjected to subtle biases in their workspaces. As per Key Global Workforce Insights, about 81 percent of the Indian women in STEM faced gender bias in performance evaluations and a large proportion felt that their companies would not offer a top position to women. Owing to fewer female peers and leaders, they are at a risk of exclusion and isolation in male-dominated workspaces. Moreover, lack of suitable workplace or education benefits like travel allowance, lodging and maternity benefits also dissuades them from pursuing careers in STEM.

Interplay, even with their toys, can perpetuate gender stereotypes. They affect children’s future career choices and interests — for example, boys are three times more likely to receive a STEM toy than girls, attributing required traits for STEM with boys.

The gender roles are assigned at such an early age that most women believe that their male counterparts have a genetic advantage in STEM subjects — nearly 76 percent of Indian women felt that their male co-workers have an innate advantage in math and science. According to research by the Institution of Engineering and Technology, gender bias begins as early as when adults start differentiating their behaviour with children of different genders through social interaction. Interplay, even with their toys, can perpetuate gender stereotypes. They affect children’s future career choices and interests — for example, boys are three times more likely to receive a STEM toy than girls, attributing required traits for STEM with boys. Often, subjects such as engineering and computer science, embodying machines, are associated with masculinity. Whereas, women from an early age are conditioned for caregiving roles such as nurses or teachers. This indicates that changing perceptions about opportunities in STEM needs to begin from early age onwards.

Building an inclusive environment

It is crucial to note that women cut across socio-economically disadvantaged groups and make up almost half of all the underrepresented groups. NEP 2020 recognises the need for diversity by constitution of its ‘Gender Inclusion Fund’, to implement provisions critical for improving access to education for all women as well as transgender students. Early investment in reskilling and promotion of STEM education can increase retention and help breakdown gender stereotypes. Introducing STEM subjects early in schools by blending it with other disciplines can make STEM learning more engaging and inspiring for girls. Introduction to female role models, mentors and sensitisation of teachers on gender issues can change stereotypical perceptions and inspire more girls to choose STEM education.

Experiential STEM learning and apprenticeship can help meet the labour market requirement as well as make women more employable. Paid internships and apprenticeships opportunities under government agencies can ensure mentorship and effective training.

Both formal and informal educational setting can be encouraged through school fieldtrips to research centres, government agencies and museums. Additionally, experiential STEM learning and apprenticeship can help meet the labour market requirement as well as make women more employable. Paid internships and apprenticeships opportunities under government agencies can ensure mentorship and effective training. For example, the United States’ Federal Naval Research Laboratory successfully partners with several colleges and universities to provide summer internships for students to participate in hands-on STEM-related research. Female centric scholarships and fellowships can encourage them to pursue higher education in these fields. Infrastructural facilities such as well-equipped laboratories and digital access are also crucial for girls from marginalised communities.

Workplaces can also be made more supportive by allowing optimum work-life balance including flexible schedules, work from home and parental leave options for both men and women. Further, in India, women in science found housing and transportation facility followed by flexible hours and the option of late-night shifts to be the most favourable workplace features to maintain dual roles. Policies can focus on providing professional women with essential resources, markets and networks. About 82 percent of professional women believe that access to female leaders can help them advance their career. Allocated representation of women at top levels of organisations can further improve diversity outcomes.

Given the important role of science and technology in economic development, more policies must be aimed at encouraging and retaining women in the STEM pipeline. Employing the full potential of skilled female labour force can play a key role in determining the country’s economic productivity, social mobility and innovation. United Nation’s Sustainable Development Goal 5 (SDG) includes women’s use of enabling technology, including ICTs as a means of achieving economic empowerment and greater agency. Moreover, breaking myths and stereotypes around STEM is not only crucial to achieve Goal 5 (gender equality) but also many other STEM-related SDGs.

• Gender
• Inclusion
• India
• Access to Education
• Digital Economy
• Dual Role
• SDG 5
• STEM Skills

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