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It draws on 2026 and 2019 findings to show gaps in opportunity, participation, and confidence, alongside data from NGCP and UNESCO about workforce diversity and women’s representation in technology, patents, engineering, and data/AI. 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The unfortunate news is that this has not changed much over the last seven years. Girls and young women are still underrepresented in STEM.  \nAccording to the 2026 National Girls Collaborative Project’s latest report, State of Girls and Women in STEM, although the STEM workforce is becoming more diverse,“women represent 35% of the STEM workforce, despite being 48% of the total workforce” and “Latina, Black and Native American women represent less than 10% of the STEM workforce overall”(NGCP, 2026).  \nA report by the United Nations Educational, Scientific and Cultural Organization (UNESCO) also found (2024):  \n• Women occupy just over one in five technology positions in companies;  \n• Only 17% of patent applications were filed by women globally; and  \n• Women constitute only 26% of employees in data and artificial intelligence, 15% in engineering and 12% in cloud computing across the world’s leading economies.  \nIn summation: “The digital transformation is led by men… A lack of women in the technol-  \nogy workforce is an economic loss to society”(UNESCO, 2024).  \nThis is a pervasive, systemic issue.  \nHere is another truth: “Closing this gap is a powerful opportunity to unlock talent, drive innovation and build a more equitable future”(Pemberton Labuda, 2025).  \nThis begs the question: How can we tackle this issue? Here’s a great start, as shared by Makers’Muse: “The problem isn’t ability. It’s access, culture and confidence.” Let’s lead with that.  \nSupporting Deliberate Access  \nWith all the anti-diversity, equity and inclusion laws dismantling and defunding high-quality programs, support systems that are critical to STEM persistence for women and girls are under attack.  \nWhen there are fewer opportunities to engage, interest declines. Participation and persistence of girls and young women in STEM will decline even more, which then “signals a massive loss of potential talent, ideas and perspectives”(Maker’s Muse, 2026).  \nAs a first-generation Latina STEM educator myself, I have seen how access changestrajectories. When educators and industry, higher edu-(cont. on Page 2)  \nTalent is evenly distributed. Opportunity is not.  \nAp r i l 2026 i d r a n e ws l e tt er 1  \nFocus: Strengthening STEM Education Workforce Pathways    \n(Changing the State of Girls in STEM Through Access, Culture and Confidence, continued from Page 1)  \ncation and other cross-sector partners align, we have the people-power and collective expertise to architect new STEM pathways with multiple entry points that expand possibilities for entire communities. That is why we at IDRA focus on building strong STEM ecosystems rather than programs alone.  \nReframing STEM Culture  \nCultural stereotypes often frame STEM careers as unsuitable or incompatible with femininity and girls’ interests. Workplace barriers continue to push women out, especially mothersand women of color (Pemberton Labuda, 2025; Makers’ Muse, 2026).  \nResearch shows that “exposure to relatable women STEM role models can shift perceptions of who participates in STEM and increase girls’ sense of belonging and identification with STEM careers”(NGCP, 2026).  \nEarly bias shapes confidence. Career guidance programs and increasing knowledge a","cbCaivJILtRjUiLc","https://ap.wps.com/l/cbCaivJILtRjUiLc","pdf",5238532,"English","# Focus: Strengthening STEM Education Workforce Pathways\n## From Robotics to Virtual Anatomy, Students Explore Future STEM Careers\n## Conference Connects Teachers with STEM Classroom Innovations\n## Bring IDRA VisionCoders to Your School\n## Changing the State of Girls in STEM Through Access, Culture and Confidence","[{\"question\":\"What does the newsletter identify as the main challenge for girls entering STEM?\",\"answer\":\"It points to persistent underrepresentation driven by limited access, cultural stereotypes, workplace barriers, and a confidence gap that affects subject selection and willingness to take risks.\"},{\"question\":\"What evidence does the newsletter cite about women’s representation in STEM fields?\",\"answer\":\"It references NGCP and UNESCO data indicating women remain underrepresented across the STEM workforce, patent filings, and technical roles in areas such as engineering, cloud computing, and data/AI.\"},{\"question\":\"How does the newsletter say schools and partners can improve STEM pathways for girls?\",\"answer\":\"It recommends supporting deliberate access, reframing STEM culture, providing exposure to relatable women STEM role models, improving instruction for relevance and inclusion, expanding guidance, and implementing mentorship experiences.\"}]","IDRA Newsletter - 4 April 2026 - Focus: Strengthening STEM Education Workforce Pathways | PDF",1792054268]