A landmark study from the University of Houston has brought new clarity to an enduring educational challenge: while gender stereotypes in science, technology, engineering, and mathematics (STEM) are pervasive, students’ views are far more nuanced than previously thought. Released this week and published in the Proceedings of the National Academy of Sciences, the research found that girls and boys continue to assign masculine stereotypes to certain STEM fields—particularly engineering and computer science—while displaying more gender-neutral or even female-favoring attitudes toward math and biological sciences. The findings have important implications for educational practices and gender equity efforts in Thailand, where encouraging girls to pursue all STEM fields remains an ongoing policy goal.
Why does this research matter for Thai readers? For years, Thai policymakers and educators have invested heavily in promoting STEM fields as key paths to both personal career success and national economic growth. The Thai government’s ongoing “Thailand 4.0” initiative explicitly calls for gender equity in STEM as a cornerstone for the country’s transition to a value-based, innovation-driven economy. Yet, participation gaps persist: underrepresentation of women in tech and engineering remains a concern, mirroring trends seen globally. This study’s nuanced approach shows that “STEM” is not a monolith—effective interventions need to be attuned to the very different stereotypes attached to specific STEM subjects.
Key findings from the University of Houston study are both sobering and hopeful. Surveying over 2,700 students from elementary, middle, and high schools in regions of the United States, researchers found that both girls and boys overwhelmingly picture men when asked about engineers or computer scientists. These attitudes form as early as elementary school and shape academic choices through high school and beyond—a phenomenon that aligns with earlier studies, including a 2021 University of Houston-led paper showing that stereotypes in engineering and computer science can emerge by age six (uh.edu).
However, when students were asked which gender is “better” at or more interested in math and science, girls came out ahead or were considered equal. “We talk about STEM as this big monolith, but when you actually look more closely, there are a lot of differences between STEM fields,” explained the study’s lead researcher, an assistant professor at the UH College of Education. “There’s a lot of equity gaps and we’re doing better at addressing some of them than others. We should put our resources where the biggest problems are.” She emphasized that the persistence of masculine stereotypes in computer science and engineering is where interventions are most urgently needed.
Supporting this, recent Thai statistics show similar disparities. According to the Office of the Higher Education Commission, women now earn nearly 60% of all degrees in natural or biological sciences, but less than a quarter of computer science and engineering degrees go to female students. Such patterns closely match the U.S. data cited by the University of Houston research. In both settings, the gap persists despite efforts by ministries of education, universities, and industry partners to promote STEM for all.
Expert voices underscore the urgency of addressing these stereotypes at a young age. The study’s lead researcher, who teaches in the university’s measurement, quantitative methods, and learning sciences doctoral programme, noted, “If we can change their perceptions, they feel like they can belong in these fields.” Co-authors include leading cognitive psychologists from the University of Washington and a Thai MQMLS PhD graduate now researching at the University of Michigan, highlighting the international collaboration behind the study.
The persistence of masculine stereotypes in technology-oriented STEM fields creates practical problems far beyond university admissions. As the study’s lead author notes, “Underrepresentation may mean some medical equipment is designed to fit only one gender well, or that technology may not recognize a certain skin tone.” In Thailand, where digital transformation initiatives are rapidly expanding, ensuring that the designers, engineers, and developers bring diverse perspectives is not just fair—it is critical for inclusive innovation.
By contrast, progress in gender attitudes toward math and science offers reasons for optimism. The study suggests that girls’ superior grades in these subjects could be influencing perceptions. However, researchers caution that even these small advances are fragile and may be susceptible to broader societal trends, including rapidly shifting educational policies and persistent workplace biases.
For Thai educators, the study’s implications are clear: school-based interventions should explicitly address stereotypes in computer science and engineering by making early exposure to these fields a priority for all students, regardless of gender. The study’s lead author argues, “We need to be giving all kids equal opportunities to try computer science and engineering activities. We could make such a difference in the world. There’s so much that these children can contribute if they felt like all these doors were open to them.”
In practical terms, this could include integrating coding and robotics into the national core curriculum—an approach that has started to gain traction in Thailand but often remains limited in rural or under-resourced schools. Out-of-school programs, such as robotics clubs or summer coding camps, can also play a role. Culturally, the findings challenge long-held Thai beliefs associating engineering and technology with men, despite Thailand’s longstanding tradition of strong female participation in biology and healthcare.
This research is a timely reminder for Thai policymakers not to treat “STEM” as a single block in designing interventions. Effective policy must recognize the specific stereotypes and barriers associated with each STEM subject, and tailor strategies accordingly. As Thailand seeks to develop its next generation of innovators and critical thinkers, closing the gender gap in computer science and engineering will require proactive, evidence-based action at every level of the education system.
Looking ahead, the authors recommend further research focused on understanding the complex social, cultural, and family factors that reinforce stereotypes. For Thailand, this includes addressing issues of teacher expectations, curriculum design, and the portrayal of engineers and computer scientists in textbooks and mass media, which often continue to depict these professions as exclusively male. Programs that provide mentorship, highlight successful Thai women in technology, and engage parents in addressing biases are particularly promising.
For parents, teachers, and education officials in Thailand, the practical takeaway is simple but profound: challenge stereotypes wherever they are found, encourage all students to explore all STEM fields, and provide specific opportunities—especially in computer science and engineering—for girls and boys to develop skills and confidence equally. As the University of Houston study affirms, equity in STEM is not a single battle, but a series of targeted campaigns that must reflect the unique culture and context of each society.
For further reading and details, see the original study summary from the University of Houston (uh.edu), and international coverage via EurekAlert (eurekalert.org).