Menina vê seu reflexo como cientista no espelho. Ilustração: Andressa Meissner
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Ilustração: Andressa Meissner

By Alice Martins Moraes, Bárbara Paes and Rafaela Lopes Falaschi

Is science a future path for girls? According to UNESCO's Institute for Statistics, only 28% of the world’s researchers are women. Despite progress over time, women remain underrepresented — especially in STEM fields (Science, Technology, Engineering, and Mathematics) and in leadership positions in research. It’s not that women are absent from science — but as career levels rise, female representation declines. 

Research shows that one cause of this disparity is the persistence of gender-related stereotypes, even within science itself. A Swedish study with 1,327 students, published in Sex Roles (2017), found that “social belonging” strongly influenced career choices: more boys opted for STEM, while girls chose health care, early childhood education, or domestic sciences — even in a country with high gender equality. 

But what is “social belonging”? According to the study, teenagers tend to feel more comfortable in environments where their own gender is better represented. In a vicious cycle, many girls end up believing they’re not as capable in STEM, despite often outperforming boys in school subjects. 

This perception can begin long before university. Another study, published in Science (2017) by U.S. researchers, showed that five-year-old girls are just as likely as boys to say "girls can be really, really smart." But from age six, girls start to believe that brilliance is more likely a male trait. At the same age, girls show more interest in games for children who “work hard” rather than those “who are very smart” — even when they perform better academically than boys. 

O vazamento no encanamento: porção de mulheres na educação superior e pesquisa, 2013 (%). Ilustração: Andressa Meissner

When are girls taught that they’re capable of less? 

At the WoW – Women of the World Festival, all participants were invited to reflect on gender equality — including children. In the “Playing and Building Gender Equality” workshops, girls aged 6–10 and boys aged 8–10 were split into groups to play house. During the activity, they discussed what defines a family and shared what they hear about what boys and girls can or can’t do. 

The boys said they could play with dolls, but usually didn’t. Everyone could play whatever they liked. Crying was okay — everyone cries. Hairstyles and clothing didn’t matter — though one noted, “a skirt might get in the way when playing football.” 

The girls were not so convinced. They said they’re often told: 

“Girls can’t be silly, can’t make a mess, can’t play football, skateboard, play with action figures or video games — only dolls and makeup.” 

And boys? “They can’t paint their toenails.” 

“That’s called sexism,” said one girl, already familiar with the vocabulary of gender discussions. 

We observed the activity from a distance, then interviewed the children to understand how they picture a scientist. Their answers were diverse, imaginative, and insightful. 

Listen to the testimonials: 

While the children explored and met real scientists, the conversation about gender stereotypes in science took place throughout the WoW Festival 2018. And through dialogue, exchange, and play, perceptions that still shape girls — and society — begin to be deconstructed. 

From what we saw of the children’s wisdom, the future looks bright. 

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