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Abstract

Background and context: Even when the modern world is transitioning quickly into the digital age, the gender gap continues to be more acute. Social scientists note the low number of women in Science, Technology, Engineering, and Maths (STEM) as a scientific, creative, economic, and innovative potential loss. The importance of women's participation in technical sciences and technical production is also recognized as a factor for stable social development. Objective and method: A scoping review has been conducted to study females' reasonings and society-based explanations for females to choose STEM studies at the Higher Education Institutions (HEI) level. The goal is to understand the reasons for the low number of females in STEM careers related to education in STEM and to reveal the underlying phenomenon. Results: The gender attitudes and stereotypes inherent in boy and girl children's spare time and school life narrow the children's possibilities from what specific education and career direction they can choose. But only a few genetics and physical differences could postulate and explain this status quo. Humans have formed a particular social framework; in the process, we have socialized childhood and education. When choosing a future specialization, the society in which the child grew up, the family that brought him up, and what traditions they invested in are much more important than his gender. Implications: Based on our results, we summarise the scattered knowledge base and utilize the analyzed summary for recommendations to further the development of HEI programs to make them more fitting for both genders and help reduce the gender gap. The universities should cover the achievements of females, more often in their media channels, related to the previously mentioned interest in STEM, based on the presence of a role model. When choosing a university, girls can see a real example and be inspired to study STEM majors.