This resource brings together the latest research, exemplary practices, and national data on girls and women in STEM. Use these resources to inform programs, strengthen proposals, support presentations, or better understand what helps girls pursue STEM pathways.
Key Statistics and National Data
Start here for a high-level understanding of trends, participation, and gaps in STEM.
THE STATE OF GIRLS AND WOMEN IN STEM (NATIONAL GIRLS COLLABORATIVE PROJECT, 2026)
High-level data on participation across K–12, higher education, and the workforce. Highlights key gaps and strategies that support increased participation.
STEM TALENT: EDUCATION, TRAINING, AND WORKFORCE (NATIONAL SCIENCE FOUNDATION, 2026)
Comprehensive data on education, employment, and workforce trends shaping STEM in the U.S.
THE STATE OF U.S. SCIENCE AND ENGINEERING 2024 (NATIONAL SCIENCE FOUNDATION, 2024)
Overview of trends in STEM talent, research, and global competitiveness.
NCWIT BY THE NUMBERS (NCWIT, 2025)
Quick-reference statistics on women’s participation in computing.
Research on Girls and STEM Engagement
These studies explore how girls experience STEM, what influences interest and confidence, and what drives participation.
Survey of 17,500+ girls examining interest, confidence, and perceptions of STEM, highlighting rising interest alongside declining confidence.
Examines how teens and parents view engineering and what messaging motivates engagement.
Explores how teens interact with digital technologies that influence learning and interests.
Analysis of how women in STEM are represented in film and television and how it shapes perceptions.
Barriers, Representation, and Workforce Pathways
These resources examine systemic barriers, representation, and career pathways that shape girls’ and women’s participation and persistence in STEM.
Examines how access to apprenticeships affects career pathways and earnings.
Outlines global barriers and strategies for improving participation of women in STEM.
NGCP uses the following criteria to identify high-quality program models and resources. Practitioners are encouraged to apply these criteria when selecting or adapting models for their own programs.
Accessible
Programs and resources should be practical and achievable in a range of settings.
- Transferable: Successfully implemented across diverse geographic areas, communities, and program types.
- Not Resource-Dependent: Do not rely on access to highly specialized or location-specific assets (e.g., science museums, universities, corporate headquarters, or unique natural features) unless these are commonly available in many communities.
- Low Cost: Available free or at minimal cost. Whenever possible, program materials and guidance should be accessible online.
- Scalable: Designed to grow and serve increasing numbers of girls. Required tools, staffing, and materials should not limit expansion or replication.
Research-Based
Programs and resources should be grounded in evidence and informed by best practices.
- Include research or evaluation demonstrating effectiveness, or
- Be based on established, promising practices in informal STEM education for girls.
Evidence of Success
Programs and resources should demonstrate measurable impact.
- Include documented outcomes such as participant feedback, parent or caregiver input, staff observations, and/or formal evaluation data
- Clearly show positive effects on engagement, learning, or persistence in STEM
Girl-Centered
Programs and resources should intentionally support and engage girls in STEM.
- While programs designed for all youth or boys are not excluded, they should demonstrate a clear focus on attracting, engaging, or effectively serving girls
- Use approaches aligned with promising practices for teaching and mentoring girls in STEM fields