Women in STEM: An Overview Protocol for Understanding Gender Disparities Across STEM Fields

Abstract

Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) remain a persistent global challenge that affects educational equity, talent development, and innovation capacity. This systematic literature review synthesizes evidence from 31 Scopus-indexed empirical and conceptual studies published between 2020 and 2025 to examine the multidimensional factors that contribute to gender inequalities across the STEM pipeline. Using PRISMA guidelines and inductive thematic analysis, the review identifies four major themes: multidimensional barriers shaped by historical, socio-cultural, institutional, and psychosocial dynamics; the interaction between educational systems, institutional environments, and self-related beliefs; strategies and interventions implemented across various contexts to reduce gender gaps; and conceptual or policy contributions that propose structural reforms toward equity. The findings reveal that gender disparities are deeply rooted in cultural norms, biased educational practices, institutional constraints, and internalized psychosocial factors such as self-efficacy and identity misalignment. These interconnected barriers produce a cumulative disadvantage that restricts women’s participation, persistence, and advancement in STEM. Effective interventions require multi-level, ecosystem-based approaches that integrate early educational reform, role-model visibility, inclusive pedagogy, institutional transformation, and gender-responsive policy frameworks. This study highlights critical gaps in the literature and provides implications for designing more equitable and sustainable STEM environments. Recommendations for future research include cross-country comparative analyses, intersectional studies, and evaluations of long-term policy impacts.