#Engineering

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.

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.