French Government Aims to Boost Female Participation in STEM Fields
The French Minister of National Education, Élisabeth Borne, has announced a comprehensive plan aimed at increasing the representation of women in science, technology, engineering, and mathematics (STEM) fields. A central objective of the plan is to achieve a 50% female representation in terminale (the final year of high school) mathematics specialization by 2030, a significant increase from the current 42%. This initiative is designed to address the persistent gender gap in STEM and foster a more inclusive and equitable educational landscape.
The minister underscored the importance of encouraging girls to pursue mathematics throughout their secondary education. This includes selecting mathematics as a specialization in première (the second-to-last year of high school), continuing with it in terminale, and opting for the "maths expertes" (expert mathematics) option, which currently sees only 33% female participation. This targeted approach reflects a recognition that early intervention and sustained support are crucial for attracting and retaining girls in STEM fields.
The ministry’s plan is not simply aspirational; it includes concrete measures to drive change. A key element involves actively encouraging headteachers and teachers to promote mathematics specialization among female students. The government aims to achieve a "first step" of adding 5,000 more girls to mathematics specializations by the next academic year, demonstrating a commitment to immediate and measurable progress.
Furthermore, the minister is aligning with the recommendations of a report from the general inspectorates, which advocates for a minimum of 20% female representation in scientific preparatory classes by 2026 and 30% by 2030. These preparatory classes, known as "classes préparatoires aux grandes écoles" (CPGE), are highly selective programs that prepare students for competitive entrance exams to prestigious engineering and science institutions. Increasing female participation in these classes is seen as a vital step in diversifying the talent pipeline for future STEM leaders.
While the minister avoids using the term "quotas," the plan’s objectives align with the long-standing recommendations of the High Council for Equality (HCE). In its 2023 report on the invisibility of women in the digital sector, the HCE advocated for imposing quotas of 50% female representation in scientific specializations (mathematics, physics) and a minimum of 30% in NSI (digital science and computer science) at the high school level. These recommendations reflect a broader societal effort to address systemic biases and create a more equitable environment for women in STEM.
The plan also recognizes the importance of early intervention and cultural shifts. The first "pillar" of the "Girls and Maths" plan is to "sensitize and train all teachers from the start of the 2025 academic year – from primary school to high school." This comprehensive training program will target the 370,000 primary school teachers, 24,000 middle school mathematics teachers, and 12,000 high school mathematics teachers across France. The goal is to create a more inclusive classroom environment where girls feel encouraged and supported to participate actively in mathematics.
This training will address potential biases in teaching practices. For example, teachers will be encouraged to call on girls more often in class, even if they do not raise their hands. This aims to counter the tendency for girls to be overlooked or to self-select out of participation, thereby ensuring that they have equal opportunities to demonstrate their knowledge and build confidence.
The minister’s initiative comes against the backdrop of concerning trends in French mathematics education. The latest international TIMSS (Trends in International Mathematics and Science Study) report, published in December, revealed that French students in CM1 (fourth grade) and fourth grade (middle school) remain among the lowest performers in mathematics and science in the European Union. Furthermore, the report highlighted a widening gap between girls and boys in mathematics achievement at the end of elementary school, with this gap being the largest among EU countries. This troubling trend underscores the urgency of addressing gender disparities in STEM education and implementing effective strategies to improve overall mathematics performance.
The plan’s emphasis on teacher training and awareness is crucial for addressing the underlying causes of this gender gap. Research suggests that societal stereotypes and implicit biases can influence teachers’ expectations and interactions with students, potentially leading to girls being discouraged from pursuing STEM fields. By providing teachers with the tools and resources to recognize and counteract these biases, the plan aims to create a more equitable and supportive learning environment for all students.
The French government’s initiative to promote female participation in STEM is part of a broader global effort to address gender inequalities in these critical fields. Numerous studies have shown that a diverse workforce, including greater representation of women, leads to increased innovation, creativity, and economic growth. By investing in STEM education for girls and women, France is not only promoting gender equality but also strengthening its competitive advantage in the global economy.
However, the success of this ambitious plan will depend on a number of factors. These include the effective implementation of teacher training programs, the availability of resources and support for schools, and the engagement of parents and the wider community. Furthermore, it will be crucial to monitor progress closely and adapt strategies as needed to ensure that the plan is achieving its objectives.
The challenge is significant, but the potential rewards are even greater. By creating a more inclusive and equitable educational system, France can unlock the full potential of its female talent and build a more prosperous and innovative future for all. The focus on early intervention, teacher training, and challenging traditional stereotypes is a promising approach to addressing the root causes of the gender gap in STEM. The coming years will be critical in determining whether this plan can achieve its ambitious goals and transform the landscape of STEM education in France.
