STEM Gender Gap in Latin America Reflects Deep-Rooted Barriers

Despite gains in enrollment and literacy in Latin America and the Caribbean, women remain underrepresented in STEM careers. An OECD report finds that while girls often outperform boys in reading, significant gaps persist in math and science skills, career expectations, and workforce participation.

Data from the OECD’s Programme for International Student Assessment (PISA) shows that nearly 75% of Latin American 15-year-olds fail to reach basic proficiency in mathematics. The figure is even more concerning for girls in countries such as Chile, Peru, and Costa Rica. 

These disparities are not solely a reflection of academic ability but are tied to cultural norms, gender stereotypes, and unequal access to quality education and resources. High-achieving girls consistently report lower confidence in math and science, with many experiencing math anxiety and a fear of failure despite strong academic performance.

“These results point to the urgent need to tackle socio-cultural norms and biases that shape student aspirations and self-perceptions early on,” states OECD. Career expectations reflect this misalignment. Across LAC, boys are more than twice as likely as girls to expect a career in STEM. In Colombia, Peru, Costa Rica, and the Dominican Republic, this gap exceeds 15 percentage points. While 10.4% of boys say they expect to become scientists or engineers, only 4.3% of girls do. In ICT fields, 10% of boys express interest compared to just 1.3% of girls, highlights The State of Global Teenage Career Preparation. 

This divergence between aspiration and reality is later reflected in workforce data. A Center for Distributive, Labor and Social Studies (CEDLAS) analysis of household surveys across 10 LAC countries finds that fewer than one in five women aged 30 to 40 are employed in STEM occupations. Men’s participation in these fields is two to three times higher. The same countries that exhibit wide gaps in teenage career expectations, Mexico, Chile, Peru, and Colombia, also show parallel disparities in adult employment.

According to the analysis, the problem is compounded by a lack of career guidance, limited exposure to real-world STEM environments, and scarce mentorship opportunities. Disadvantaged students, particularly girls, face the highest barriers due to structural limitations within their educational systems, such as underfunded schools, limited counseling, and weak links with employers.

Even in high-demand sectors like artificial intelligence, the gender gap is stark. According to LinkedIn data, only 1.1% of women globally report AI engineering skills, compared to 2.0% of men, writes MBN. This gap reflects not only access and training disparities but also a broader issue of confidence and encouragement to enter technical fields.

Surveys indicate that the majority of people in the region believe men and women have equal scientific potential. However, societal expectations, gendered feedback from teachers, peer dynamics, and the absence of female role models continue to influence girls’ decisions from adolescence.

Some governments have launched targeted programs to address these barriers. Mexico’s Impulsa STEM (STEM Boost), Chile’s vocational orientation efforts, and Argentina’s Educación para el Trabajo y la Ciudadanía (Education for Work and Citizenship) aim to expose girls to a wider range of careers. These initiatives focus on early engagement, mentorship, and collaboration with private industry.

Still, challenges persist. Research confirms that adolescence is a formative period during which gender biases can shape future career paths. Even high-performing girls are vulnerable to social pressures that steer them away from STEM. Meanwhile, boys often report greater confidence in math and science regardless of their actual performance.

Without structural reforms to educational systems, career guidance, and workplace inclusion practices, the gender gap in STEM is unlikely to close. The region’s economic growth and innovation capacity depend on addressing these disparities not just at the university or employment level, but from the earliest stages of education, concludes the report.