Women around the world, especially in developing countries, remain a minority in science, technology, engineering, and mathematics fields of study (STEM). According to UNESCO, in 121 countries, women make up 29 percent of science researchers on the average; in Latin America and the Caribbean, they count for 45.2 percent of researchers; in Africa, 34.5 percent; in Europe, 34 percent; and in Asia, 18.9 percent.

But just as STEM is setting the pace of innovation and development in the 21st century, so too does it have the potential to help break gender stereotypes in places where traditional gender roles are strong.

The pressing (and perennial) question is: How? How do we get more girls in STEM?

Most people who have tackled this question so far have emphasized the importance of disrupting stereotypes, gender sensitizing teachers, bringing STEM role models into the classroom, changing the teacher’s mindsets, and engaging girls in hands-on STEM activities.

These are important points. However, a major factor missing from these discussions is the kinds of skills, character traits, and behaviors that STEM teachers need to help keep girls in STEM. This is especially the case since teachers are products of society and often reinforce and perpetuate gender norms in the classroom.

Read the full article at Stanford Social Innovation Review