Why Early STEM Education is Key to Preparing Girls—and the World—for the Future
By Tiffany Sprague, Consultant, United Nations Development Programme
Last week, I had the privilege of presenting at an event in Istanbul called “Investing for Gender Equality and Inclusive Climate Action.” hosted by the United Nations Development Programme and The Organisation for Economic Co-operation and Development. It brought together over 180 people from more than 40 countries—policymakers, private sector leaders, civil society advocates—all of them focused on one urgent question: How can we ensure that women and girls are not left behind as we shift to greener economies?
As someone deeply involved in both the global conversation around STEM and gender equality, and the local efforts to get more girls in the Bay Area excited about science and technology, I was struck by how universal the challenges are. It doesn’t matter whether you’re in Eastern Europe, Central Asia, or California—girls are still being steered away from STEM (science, technology, engineering, and mathematics), especially girls from underserved communities. And that’s a problem, not just for them, but for all of us.
Think about this: The International Labour Organization projects that by 2030, 18 million new jobs will be created in green sectors—industries that will be important in the fight against climate change. But if we don’t act now, women—half the population—could miss out on these opportunities. In too many places, including the U.S., girls are still told (explicitly or implicitly) that STEM careers aren’t for them.
The impact is even greater for girls from poor communities, who face added barriers: fewer resources, fewer role models, and fewer opportunities to engage with STEM. Without targeted support, these girls risk being left behind—not just as the economy increasingly depends on STEM skills, but as the world tries to tackle the greatest crisis of our time: climate change.
Start Early: A Clear Finding Across the Globe
One of the most powerful findings from the research I shared at the Istanbul event was the overwhelming consensus across respondents—whether they were employers, educators, or policymakers—that starting STEM education early is essential. Across 11 countries, this was the message: expose girls to STEM at a young age, and you not only increase their chances of sticking with these subjects, but you also help them see themselves as scientists, engineers, or innovators.
This insight deeply resonates with what we do at Scientific Adventures for Girls (SAfG) in the Bay Area. At SAfG, we don’t just teach girls how to code or build —we give them the tools to imagine themselves shaping the future. Through hands-on learning in subjects like coding, food science, and climate science, we’re helping them see STEM not only as fun but as relevant to their lives and their futures.
Starting early is essential. It breaks down stereotypes before they take hold. It changes the narrative from “STEM is for boys” to “STEM is for me.” But what we’ve also learned through our work—and what our research reinforced—is that parents and teachers play a critical role. They are the gatekeepers, often unknowingly, of the stories girls tell themselves about what’s possible. When teachers are trained to recognize and confront their own biases, when they teach STEM with gender consciousness, they create classrooms where girls feel they belong.
Changing the Story We Tell About STEM
At SAfG, we’re committed to changing the story that girls are told about STEM. We want them to see themselves in these fields, not just as participants, but as leaders. That’s why we invest in mentorship programs and role models. We know how powerful it is for girls to meet women who have walked the path before them—women who look like them, who’ve faced similar challenges, and who are now thriving in STEM careers.
This isn’t just about getting more girls to like math or science. It’s about changing the narrative around who gets to be a leader in the fight against climate change. Because if we don’t bring diverse perspectives to the table—especially the perspectives of women and girls —we’re not going to solve the biggest challenges of our time.
Preparing for Tomorrow’s Jobs—And Tomorrow’s Crises
The global shift to a green economy gives us a unique chance to close the gender gap in STEM—but only if we do something collectively now. If we want to see girls leading in the clean energy sector, circular economy, or sustainable agriculture, we need to increase our investments in their education today.
For the supporters of SAfG—whether you’re a parent, donor, school administrator, or partner—your role in this is profound. By empowering these girls, we’re not just preparing them for tomorrow’s jobs—we’re preparing them to solve tomorrow’s challenges. Let’s continue to make sure these girls know that their voices—and their contributions to STEM—matter now more than ever.