Barriers to women’s participation in STEM education: a regional study of southern Punjab, Pakistan

Despite growing global attention to gender equality in science, technology, engineering, and mathematics (STEM), women in developing countries remain significantly underrepresented. In Pakistan, this disparity persists even among academically capable students. While existing studies have examined why some women pursue STEM, little is known about why most do not.

This study investigates the psychological, social, and institutional factors that discourage women from selecting STEM majors. A cross-sectional survey was conducted among 920 female students at the intermediate level from four tehsils in Multan District, southern Punjab, Pakistan. Using a multi-stage cluster sampling approach, participants completed a structured questionnaire that measured self-confidence in STEM abilities, teacher support, access to career counseling, exposure to female role models, perceived math difficulty, cultural restrictions on coeducation, and work-lif balance preferences.

Data were analyzed using chi-square tests, correlation analysis, and binary logistic regression with diagnostic tests confirming model adequacy (Pseudo R² = 0.26, AUC = 0.818).Findings indicate that self-confidence, teacher support, career counseling access, and female role-model exposure significantly increase the likelihood of intending to choose a STEM major, whereas perceived math difficulty, cultural restrictions on coeducation, and work-life balance preferences significantly reduce it. The model correctly classified 85% of cases, showing strong predictive validity. These results highlight that women’s avoidance of STEM is shaped less by ability and more by psychological barriers, institutional conditions, and socio-cultural expectations that elevate the perceived cost of STEM participation.Women’s decisions not to pursue STEM majors are primarily influenced by low self-efficacy, gendered socialization, and cultural restrictions on coeducation, alongside broader environmental constraints rather than academic incompetence.

Addressing these barriers requires multi-level interventions, including gender-sensitive pedagogy, co-education institutions, mentorship programs, and family awareness campaigns. Empowering women and reforming restrictive norms are crucial to achieving gender equity in STEM and sustainable development. The National Social Science Fund of China (BHA210121) and the National Office for Education Science Planning supported this work.

The Joint Education Institute of ZJNU and KU, Zhejiang Normal University, Jinhua, China College of Education, Zhejiang Normal University, Jinhua, China Correspondence to Xiao Huang or AMIR MAHMOOD. The authors declare no competing interests. This study received ethics approval (Approval No.

ZSRT2025-105) from the Human Experiment Ethics Committee at Zhejiang Normal University on 2 September 2024. This study was conducted in accordance with the principles outlined in the Declaration of Helsinki. Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.