Abstract
AbstractGirls’ under-representation in science, technology, engineering and mathematics (STEM) education is deep rooted and puts a detrimental brake on progress towards sustainable development. Both education and gender equality are an integral part of the 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in 2015, as distinct Sustainable Development Goals (SDGs). The UNESCO Report: Cracking the code: Girls’ and women’s education in STEM provides a global snapshot of this underrepresentation and the factors behind it. The fight against stereotypes to ‘crack the code’, or to decipher the factors that hinder or facilitate girls’ and women’s participation in STEM (and particularly in Astronomy) education must take into account the persisting dichotomy between the so called two cultures.
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