Emerging studies from the last few years only strengthen the case that this belief is based on implicit bias, systemic barriers, and stereotype threat, not any innate lack of ability.

Recent Findings from Research

1. A 2025 study published in the International Journal of STEM Education examined reaction times on the Implicit Association Test (IAT) among STEM students and found that biases persist across gender identities, with women and non-binary individuals showing significantly stronger stereotype-consistent associations.
2. A systematic literature review (2022) analyzed dozens of studies on the gender gap in higher STEM education and identified stereotype threat and the “leaky pipeline” as core drivers of under‑representation.
3. Qualitative research from 2024 explored how undergraduate women in STEM fields experience gendered stereotypes daily, which affects their career aspirations and self-perception.
4. A recent large-sample study showed that many participants — including STEM professionals — still hold implicit associations of male = science, measured with the IAT.
5. In another 2025 study, researchers examined gender bias in massive open online courses (MOOCs), concluding that psychological barriers such as stereotype threat hinder women’s engagement and performance in online STEM education.
6. A 2024 paper questioned the long-term reliability of the gender IAT (gIAT) in predicting career outcomes, suggesting that implicit bias fluctuations may be more complex than previously thought.

⸻

Why These Misconceptions Persist

• Cognitive bias and early conditioning. Implicit associations like “male = science” are deeply ingrained and affect how students make educational choices.
• Stereotype threat. The anxiety triggered by negative stereotypes can lower performance, even for women who are otherwise well-qualified.
• Cultural reinforcement. Social structures, media, and education systems often fail to provide enough counter-stereotypical role models.
• Structural exclusion. Even in professional STEM environments, women may experience social exclusion that limits their retention and advancement.

⸻

The idea that women are “just not made” for STEM doesn’t hold up against modern science. Instead, social dynamics, implicit bias, and systemic barriers continue to shape the gender gap. Addressing these issues directly — through policy, education, and representation — is essential for creating an equitable future in STEM.

Resources 
1. Flore, P.C., & Wicherts, J.M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. PDF
2. Beroíza‑Valenzuela, R. (2025). Implicit Gender-Science Associations Among STEM Students. International Journal of STEM Education. Link
3. Systematic Literature Review on Gender Gap in STEM (2022). PubMed
4. Undergraduate Women’s Experiences with STEM Stereotypes (2024). Springer Link
5. Devine, P.G., et al. (2025). Implicit Bias in STEM Education: A Large-Scale IAT Study. PubMed
6. Gender Bias in MOOCs (2025). Springer Link
7. Long-term Reliability of gIAT (2024). arXiv
8. Structural Barriers in STEM Careers (2021). PubMed