Category: Non classé

We believe in the transformative power of science.  And that is why we advocate for inclusion.  On February 14, 2025, our roundtable on “Breaking high-school barriers: Empowering girls to envision themselves in STEM” gathered scientists, executives, and educators to confront an uncomfortable reality: despite decades of initiatives, women remain significantly underrepresented in STEM.  The early roots of gender gaps in STEM In her opening remarks, Lidia Brito (UNESCO) laid out a stark reality: the gender gap in science doesn’t begin in the workforce it starts in childhood. “Biases take root at a very young age,” she explained. “From the toys they play with to the books they read, subtle messages reinforce gendered expectations.” A boy might receive a construction set or a science kit, encouraging problem-solving and experimentation. A girl, on the other hand, is more likely to be given a doll or toys focused on caregiving roles. These early experiences shape how children see themselves, and what they believe they are capable of achieving. By high school, the effect is clear. Many girls have already internalized the idea that STEM is not “for them.” As Brito said, this is the critical moment when young women decide whether they see themselves belonging in science or whether they walk away. Lidia Brito, Assistant Director-General for Natural Sciences at UNESCO It’s not just about fairness. It’s about lost potential. Science thrives on diversity. But today, women hold only one-third of STEM jobs worldwide. In some countries, that number drops below 10%. In France, the gender gap in math-heavy careers remains particularly stark. The French Court of Accounts recently criticized the inefficiency of €3.3 billion allocated to gender balance policies funding that has failed to reverse these trends.  So what are we missing?  The elephant in the room We often discuss stereotypes, self-confidence, and lack of role models as barriers to women in STEM. But during our panel, Elisabeth Richard (Femmes@Numérique) introduced a sobering reality, one that rarely makes it into policy discussions.  Violence. Richard shared an alarming statistic: one in seven children in France is a victim of sexual violence. How does this relate to STEM? Because survivors of sexual violence, particularly girls, are less likely to pursue male-dominated fields If their early experiences in mixed-gender environments were shaped by trauma, they may unconsciously steer away from careers that require navigating similar spaces. This is not a minor issue. It is a systemic failure, and it is shaping the career choices of young women long before they ever sit in a math classroom.  This is not to say that violence is the sole reason for the gender gap in STEM. But it is an undeniable “elephant in the room,” one that remains largely absent from mainstream debates about gender diversity in science. Addressing it means ensuring safe spaces in schools, universities, and workplaces. It means rethinking policies not just for recruitment but for the environments in which women must work and learn.  From left to right: Elisabeth Richard, Board Member of the Fondation Femmes@Numérique and Capital Filles, Director of Civil Society Relations at ENGIE, and Member of the Haut Conseil à l’Égalité; Anne-Laure Sellier, Professor of Behavioral Sciences at HEC Paris. The impact of bias, and why we need to start younger While Richard introduced the systemic impact of violence, Maud Tournoud (Schneider Electric) pointed to another key issue: gender stereotypes take root long before career choices are made. Citing research on stereotype threat, Tournoud described a study where girls and boys performed equally on a math test, until they were told in advance that the test was “difficult.” The moment they were primed with the idea that they might struggle, the girls’ scores dropped. This isn’t about ability. It’s about belief. Karine Vasselin (Capgemini) built on this point, explaining that stereotypes are so deeply ingrained that many young women simply do not see themselves in tech careers. “For 25 years, I’ve been trying to explain to my own mother what I do at Capgemini, and she still doesn’t understand!” Vasselin joked. “If even adults struggle to understand these fields, how can we expect 15-year-olds to confidently choose them?” To address this, Capgemini launched a two-week internship program designed to expose high school students, particularly girls, to STEM careers. They set a minimum quota of 60% female students to ensure diverse participation and provide concrete, immersive experiences with technology. From left to right: Karine Vasselin, Group Diversity & Inclusion Lead at Capgemini; Maud Tournoud, AI Hub Data Science Manager at Schneider Electric. Imagining a new future for STEM One of the most discussed topics in the panel was the importance of representation and role models. Charlotte Laclau (Télécom Paris) emphasized that bias in STEM doesn’t just exist in hiring—it starts in education. She shared her experience working on algorithmic fairness, revealing that AI biases are not inherent to technology, but rather a reflection of the biases in human-generated data. “If we want to reduce bias in AI, we also need to address bias at the human level,” she noted. This realization led her to engage more directly with young students, working to introduce STEM to high schoolers in a way that feels inclusive, exciting, and accessible. However, Laclau also identified another systemic flaw: young people are asked to specialize too early. At 15, they must make decisions that lock them into specific career paths, reinforcing gendered choices. Instead, she advocated for keeping options open longer, allowing students to develop their interests before making long-term academic commitments. Ariane Thomas (L’Oréal) emphasized the power of storytelling. She reminded us of the impact of the L’Oréal-UNESCO For Women in Science program, which has highlighted over 4,400 female scientists and produced seven Nobel Prize winners. Visibility matters. Young girls need to see women thriving in STEM, not just in textbooks but in media, advertising, and everyday life. Anne-Laure Sellier (HEC Paris) posed a critical question: “If we want to multiply the frequency of young girls interacting with positive scientific role models, could AI help?” Could