Why this matters
What happens in K–12 education shapes who sees themselves as capable, interested, and welcome in STEM. While girls and boys perform similarly in math and science, differences in confidence, course choices, and experiences begin early and can influence future paths.
These statistics show where students feel pressure, where opportunities narrow, and how new tools like artificial intelligence are already part of teens’ daily lives. They also point to the important role schools, educators, and programs play in helping young people build confidence, stay engaged, and plan for what comes next.
Using current data helps educators, program leaders, and decision-makers focus their efforts, strengthen learning experiences, and better support girls and all youth as they explore STEM.
STEM Education and Achievement
In general, female and male students perform equally well in mathematics and science on standardized tests, but larger gaps exist between students of different racial and ethnic backgrounds or family income, with white and Asian/Pacific Islander students and those from higher income families scoring higher than their counterparts who are Black, Hispanic, or American Indian/Alaska Native or who are from lower income families.¹
These disparities are influenced by multiple factors, including unequal access to high-quality STEM instruction and broader structural and systemic inequities that shape students’ educational experiences and outcomes.¹
STEM Interest, Confidence, and Course-Taking
Girls and young women demonstrate strong interest in STEM and participate in STEM coursework at high rates. However, they report lower interest in pursuing STEM careers compared to young men.
- Girls’ confidence in their math and science abilities declines from 5th through 12th grade, even though their academic performance does not.
- One-third of girls report not taking certain STEM classes because there are not many other girls enrolled.
- 86% of girls want a career where they can help others.
- 56% of girls say they are more likely to be interested in STEM when teachers treat them as if they are smart.²
- Young women are more likely than young men to take AP courses overall, but are less likely to enroll in AP Physics, Computer Science, and Calculus. Participation in AP Chemistry and AP Statistics is similar for young women and young men.³
Academic Experiences and Postsecondary Plans
Academic expectations are a major source of pressure for teens.
- 68% of teens report feeling a great deal or a fair amount of pressure to earn good grades.
- Girls and boys report this pressure at similar rates (71% vs. 65%).
- Teen girls are significantly more likely than teen boys to say they plan to attend a four-year college after graduating from high school (60% vs. 46%).⁴
Teen Use of AI and Social Media
AI tools and social media platforms are widely used by teens, with notable similarities and differences by gender.
- About two-thirds of teens report using AI chatbots, including roughly three in ten who use them daily.
- Teen girls and boys use chatbots at similar rates and for similar purposes.
- Boys are more likely than girls to believe AI will have a positive impact on their own lives (41% vs. 30%) and on society overall (35% vs. 27%).⁵
Social media use is nearly universal among teens.
- YouTube is used by about 9 in 10 teens.
- Teen girls are more likely than boys to use Snapchat (61% vs. 49%) and Instagram (67% vs. 59%).
- Teen girls are more likely than boys to report both positive and negative social media impacts:
- 57% of girls vs. 45% of boys say social media helps them feel supported during tough times.
- 34% of girls vs. 20% of boys say social media makes them feel worse about their own lives.⁵