A new study from the University of Houston sheds light on a persistent issue: gender stereotypes in STEM are real, but attitudes vary by field. The research shows that students often view engineering and computer science as male domains, while math and biology are seen as more gender-neutral or even female-favoring. The findings carry important implications for Thailand, where policies aim to expand girls’ participation across all STEM areas.
This matters for Thai readers because the country has long promoted STEM as a path to individual success and national growth. Thailand’s 4.0 initiative emphasizes gender equity in STEM as part of moving toward a value-based, innovation-driven economy. Yet women remain underrepresented in tech and engineering, mirroring global trends. The study suggests that interventions should treat STEM not as a single block but as distinct fields with different stereotype dynamics.
Key findings from the UH study involve more than a simple picture of gender. Surveying over 2,700 students from elementary to high school across the United States, researchers found that both girls and boys still imagine engineers and computer scientists as men. These impressions appear as early as elementary school and influence choices through high school and beyond. This aligns with earlier work showing that stereotypes in engineering and computer science can emerge by age six.
In contrast, when asked about who is better or more interested in math and science, girls often were viewed as equal or even ahead. The lead researcher cautions that we treat STEM as a monolith, but real differences exist between subjects. The study highlights that equity gaps are uneven and that resources should target the fields with the toughest barriers.
Thai data echo these patterns. The Office of Higher Education Commission reports women earning roughly 60% of degrees in natural and biological sciences, yet women earn less than a quarter of degrees in computer science and engineering. These discrepancies resemble the United States findings, underscoring the need for targeted strategies in Thai schools and universities.
Experts emphasize addressing stereotypes early. The UH lead researcher notes that changing perceptions helps students feel they belong in these fields. The study’s authors include collaborators from the University of Washington and a Thai MQMLS PhD graduate now researching at another prominent U.S. university, illustrating the international collaboration behind this work.
Stereotypes in technology-focused STEM can affect real-world outcomes. If underrepresentation persists, medical device design and software development may miss diverse needs, including gender and skin tone considerations. Thailand’s rapid digital transformation makes diverse design teams essential for inclusive innovation.
Encouraging signs exist for attitudes toward math and science. Better performance in these areas may nudge perceptions in a positive direction, though researchers warn that social trends and policy shifts can still threaten progress.
For Thai educators, the takeaway is clear: incorporate explicit, field-specific interventions to counter stereotypes in computer science and engineering. Provide early exposure to these disciplines for all students, regardless of gender. The lead author advocates offering equal opportunities for hands-on coding and engineering activities to all children, highlighting the potential to unlock substantial contributions when doors are opened.
Practical steps include expanding coding and robotics into the national core curriculum, with a focus on rural and under-resourced schools. After-school programs, robotics clubs, and coding camps can broaden access. Culturally, these efforts challenge the traditional view that engineering and technology are male domains, aligning with Thailand’s history of strong female participation in biology and healthcare.
This research encourages policymakers to treat “STEM” as a mosaic of fields, each with its own challenges. Effective policy should tailor strategies to the unique stereotypes and barriers facing each subject, helping Thailand cultivate a new generation of innovators and critical thinkers.
Looking ahead, researchers call for deeper exploration of social, cultural, and family influences on stereotypes. For Thailand, attention to teacher expectations, curriculum design, and media portrayals of engineers and computer scientists—often depicted as male—will be crucial. Mentorship programs, highlighting Thai women in technology, and engaging parents to address biases show particular promise.
For parents, teachers, and education officials in Thailand, the practical message is straightforward: challenge stereotypes wherever they arise, encourage exploration of all STEM fields, and provide concrete opportunities—especially in computer science and engineering—for girls and boys to build skills and confidence together. The study reinforces that equity in STEM requires targeted, continued action across the education system.