Author: Abbie Bolger, Transition Year Student – Work Experience in the Mentoring for Equality Programme; Kalyn Potter, Project Manager – Mentoring for Equality Programme, STEM Passport for Inclusion & ALL Institute
Introduction
The STEM Passport for Inclusion programme addresses unequal access to Science, Technology, Engineering and Mathematics (STEM) courses and careers among people from underserved communities, particularly women. The vision of STEM Passport supports key areas of the Charter of Fundamental Rights of the EU. For example, Article 23 (equality between men and women), Article 21 (non-discrimination), Article 14 (right to education) and Article 15 (freedom to choose an occupation and right to engage in work). STEM Passport intends to create a more inclusive education system by advancing gender equality and promoting helpful pathways for all students to access opportunities in STEM fields. This intention links directly with the themes of inclusion, equality and social justice the Charter is centred around.
“STEM education is the leveller for all to be successful in the future needs of humanity. To achieve equality in STEM we need to remind all that education is the common focus and drive.” – Ian R. McAndrew
Equality Between Men and Women
From a young age there is an ideology amongst society that “blue is for boys” and “pink is for girls”. This idea carries through our lives and leaves us categorising clothes, hobbies, sports, subjects and jobs by gender.
From my own experience being a student in secondary school, I have seen this divide in subjects. Topics like woodwork, science, graphics, engineering and technology are male orientated subjects; while subjects like home economics, art and music are often targeted at girls. The Department of Education 2025 Indicator Report shows that there is still a stark gender gap in the Leaving Cert. The report also highlights that boys are still more likely than girls to be studying physics, chemistry, engineering and other STEM subjects, whereas girls are more likely to study languages.
Girls who enjoy STEM subjects often find it hard to stick with them due to classrooms featuring mostly male students and teachers. This point is backed up by research: in 2025, a study on teacher gaze and attitude towards gender revealed that “In STEM education, teachers have more positive attitude and competence attributions towards boys”. In subjects such as Maths, this was found to be the case even despite the girls outperforming the boys. This leaves young girls feeling like they don’t belong in STEM sectors, and can lead to a well-established effect called the “leaky pipeline”. The leaky pipeline is a phrase commonly used to describe the progressive loss of capable individuals from academic and career trajectories in STEM.
This harmful ideology has led to 40% of male workers being in STEM, compared to only 20% of women workers being involved in STEM in the same sector. This statistic reveals direct inequality between men and women, going against the Charter’s aim of gender equality. As STEM Passport works on bridging this divide in the sector from an early age by providing both genders with equal STEM opportunities, we are better equipped to realise the aim of the Charter.
Right to Education
A survey conducted by Engineers Ireland to assess people’s understanding of the engineering profession reveals that 70% of respondents does not know what STEM stands for.
Before starting my work experience in the National Centre for Inclusive Higher Education, I did not exactly know what STEM education meant. Before I ever engaged with STEM subjects, I carried a preconceived notion that they were not for me. I assumed they would be overly technical and disconnected from creativity, so I dismissed them without giving them a fair chance. From talking with friends and family, I then have realised that I am not the only girl with this idea.
The right to education isn’t just about access to schooling—it’s about access to quality education that prepares learners for the modern world of work. STEM is foundational to many aspects of contemporary life and future careers. If students aren’t taught what STEM is, they’re denied the opportunity to develop skills that are increasingly essential for participation in society and the workforce.
Freedom to Choose an Occupation and Right to Engage in Work
In my experience, there is a belief system amongst students that STEM is only for the academically gifted students, and you must be “smart” to achieve a job like this. Due to this, many girls my age have rejected the possibility of a STEM career before even fully understanding what STEM is. Amongst young girls, lack of self-confidence can cancel out career opportunities. A recent study by Ruling Our eXperiences (ROX) has found that innate abilities are not the source of disparity but rather differences in girl’s attitudes and perceptions. The impacts of negative self-belief start shaping our decisions as early as grade school. Recognising this is not a girl’s problem, but a self-belief problem, recognises that girls have the same potential as boys to thrive in STEM.
In Ireland, many all-girl secondary schools do not provide STEM subjects. This is shown in the Department of Education’s 2024 Indicator Report, reporting that only 71% of girls schools offer at least one STEM subject beyond Maths or Science, compared with 96% of boys’ schools.
The Leaving Cert is the starting point of the pathway to careers. By not providing students with vital STEM subjects we are creating a barrier for girls to engage in STEM careers. Overall, young girls like me aren’t being given the same pathway to achieve fulfilling careers as most boys are receiving, arguably a violation of the freedoms and rights outlined in Article 15.
Non-Discrimination
Non-Discrimination is not just about treating people equally in theory. It is also about providing people with equal opportunities and ensuring equal outcomes. No one should be denied opportunities based on race, gender or social class. To many people, a career in STEM feels unattainable, due to a lack of connections, motivation, confidence and guidance.
Girls from underprivileged backgrounds face barriers due to financial constraints, cultural biases and resource gaps. Even though it may not always be intentional, the outcome is an indirect form of discrimination where an entire group of people is not given the same opportunity as others.
STEM Passport and the principle of non-discrimination are intertwined. The project gives opportunities, guidance and motivation to individuals without prior exposure to ensure full participation from communities that otherwise experience heightened discrimination.
“We can’t get the future we wanted if we fail to take advantage of STEM education. We must open students all over the world to it, in order for us to get the future we can all be proud of.” — Bamigboye Olurotimi
Conclusion
The STEM Passport for Inclusion project is a system-focused solution for addressing societal barriers, helping to extend the rights of the Charter to young people from under-resourced communities. The vision of this project provides pathways and solutions that enact the Charter’s aims. It also exemplifies the mission of the ALL Institute at Maynooth University.
As a secondary school student, I can see the importance of this project and have felt the benefits of gaining access to a greater understanding of what STEM is. STEM education is so important for the future of our country, and to ensure the rights of all individuals are met. By giving girls the same opportunity to thrive in this department as boys, we can create a more inclusive society for everyone.
