This comprehensive review uncovers the structural and motivational inhibitions for women working in STEM professions, particularly those based in Pakistan. From international and regional literature, it situates Pakistan within broader patterns of gender gap in STEM education and employment, revealing disparities in participation, retention and progression. Cultural barriers, including gendered curriculum, resource disparities, cultural norms and weak policy enforcement were placed at the intersection with Psychological barriers to belong being characterised by hesitations which are viewed in terms of self-efficacy incongruence, stereotype threat and imposter syndrome. These ingredients conspire to create industry- and career-long barriers that lower women’s sense of confidence, belonging and persistence on STEM paths. Such analogies help to reinforce the systemic dimensions of these “barricades” in South Asia and other Muslim-majority regions. The review critically assesses evidence-based interventions, mentorship networks, gender-responsive pedagogy, corporate workplace diversity programs and policy changes with customized recommendations for Pakistan. Women’s greater participation in STEM is also framed as an equity issue, and a driver of national innovation and socio-economic development.
Bano et al. (Sat,) studied this question.
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