Pandemic Widens STEM Gender Gap Across US School Districts

At de Zavala Middle School in Irving, Texas, efforts to encourage girls in STEM are underway, with half of the sixth-grade class composed of girls engaged in hands-on projects like building Lego machines that respond to different colors. Despite progress before the COVID-19 pandemic, the gender gap in STEM, especially math performance, has widened as girls lost ground during pandemic-related disruptions, while boys have recovered faster. The shift to remote learning emphasized rote memorization, which may have favored boys, and caused many programs supporting girls in STEM to lapse. Schools like de Zavala are now focusing on revitalizing and enhancing initiatives to rebuild girls' confidence and interest in STEM fields. Experts note that societal biases and traditional teaching methods reemerged during the pandemic, challenging the gains made in gender equity. Across many U.S. districts, boys have regained the lead in math scores, underscoring the urgent need for targeted efforts to sustain girls' participation and achievement in STEM education.