Gendered educational and occupational pathways are entrenched in many countries. The underrepresentation of women in the science, technology, engineering and mathematics (STEM) fields has ramifications for individuals and for workforces. Girls’ declining interest in STEM coincides with an increasing demand for STEM-skilled professionals across the globe. This conceptual analysis establishes the extent of STEM gender inequality in Australia and argues that the lack of women in these fields is problematic. Research using Eccles’ expectancy-value theory explains gender differences in mathematics and science expectations and values. Implications for career advisers are outlined including: recommendations for engaging girls in STEM while they are in primary school; collaborating with teachers; using role models and mentors; working with families to promote STEM; and focussing on specific groups of girls. The aim of this analysis is to assist career advisers to explore STEM educational and occupational pathways with girls.
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