Our project is primarily aimed at women. During communication with our target audience, we found that
some had difficulty understanding the project and often required detailed explanations to fully grasp
the concept. This led us to reflect: Why is this happening?
We discovered that in China, many women tend to focus less on themselves and more on their families,
largely due to traditional views. For example, sayings like "A woman’s virtue lies in having no talent"
or "It’s better to marry well than study well," along with the belief that "women are more suited for
the humanities," reflect this mindset. These perspectives, which see women’s role as primarily
family-focused, have contributed to fewer learning opportunities and less interest among women
in STEM (Science, Technology, Engineering, and Mathematics) fields, including synthetic
biology. In both the workplace and academia, men significantly outnumber women. Globally,
only 28% of engineering graduates are women, and less than a third of researchers are female. Social
biases, long suggesting that women don’t need much STEM education, persist. Even when women excel, they
often don’t receive the recognition they deserve. Compared to men, female researchers face disadvantages
in securing funding, resources, and opportunities, and many leave the field earlier than their male
counterparts. [1]
In this year’s project, our inclusivity goal is to empower women to participate in scientific research
and remove the barriers they face. Through our research, we analyzed the main factors that hinder
women’s enthusiasm and participation in science, and we implemented a series of activities aimed at
raising awareness and recognition of the value women bring to STEM. We are also committed to creating an
inclusive environment that supports women’s long-term development in science, encouraging them to make
more contributions to the field.
Background Research
Literature Review
We conducted a literature review to identify the main factors that hinder women's enthusiasm and
participation in the field of science. We found that several factors could influence women’s interest,
engagement, and performance in STEM. To address this, we created a survey to explore the reasons behind
gender gaps more deeply. This will help us better allocate our team's efforts, address specific
issues, and promote equal participation and development of women in the scientific field.
[2][3][4][5][6][7][8][9]
Survey
To further investigate the gender gap and its causes in the field of science, we designed a survey.
Through this survey, we hope to gather more information about the obstacles and challenges women face in
STEM. The data collected will support the development of effective solutions and further promote gender
equality and women’s participation in science.
What are the key reasons for the gender gap in science?(Multiple choice)
1. Gender bias and traditional stereotypes about women
2. Women have less access to money, resources and opportunities
3. Balance between career and family life: housework is taken for granted and takes up women's
energy and time
4. Lack of good female role models to inspire and guide
5. Face the pressure from family, relatives and friends when planning career
6. Prejudice and discrimination by teachers and classmates during the study period
7. Women's self-doubt and external bias: female workers are less competent than male workers
8. Gender inequality in access to education
9. Inequity in promotion and evaluation mechanisms in the workplace
Survey Results
The survey results show that stereotypes are the primary obstacle preventing women from entering the
field of science. 86.67% of respondents indicated that gender bias and traditional stereotypes about
women hinder their participation in science. Additionally, family responsibilities, unfair promotion
mechanisms in the workplace, and pressure from parents and relatives are significant factors that also
deter women from pursuing scientific careers.
It is clear that stereotypes are a key issue limiting women’s entry into science. In
most cases, women become victims of gendered scientific stereotypes. Based on this finding, our team
will focus its main efforts on eliminating societal stereotypes about women, while also addressing other
barriers to promote equal participation and development of women in science.
Group Discussion
Following our survey results, we held a group discussion. In the discussion, I first carefully reviewed
the report "Women in Science, Technology, Engineering, and Mathematics (STEM) in the Asia Pacific."
The main obstacle for women participating in synthetic biology and science education is societal
stereotypes. These biases stem from traditional views, such as "A woman’s virtue lies in
having no talent" and "It’s better to marry well than study well," which show that women’s education was
not widely recognized in the past. The belief that "women are better suited for the humanities" further
exacerbates biases against women’s abilities to learn, leading many women to believe they are not suited
for STEM careers or that they need to work harder to balance work and life, ultimately limiting their
career development.
In academic settings, if a woman performs exceptionally well, particularly in science, people are often
surprised; however, similar achievements by men are taken for granted. This reflects underlying gender
stereotypes.
When discussing the image of scientists, we noticed that in childhood cartoons, almost all scientist
characters were male. This set the dream of becoming a scientist for many boys, but girls lacked
female scientist role models, resulting in fewer women being inspired to enter the field of
science.
We believe that a series of measures must be taken to address these issues. These include increasing
awareness of gender equality, enhancing women's participation in science, providing more support for
female scientists, and establishing mentorship and role model programs for women. We should also inspire
young women by creating more visible scientist role models, consider the needs of different female
groups, provide targeted assistance, and adopt region-specific support measures based on local
differences.
File
Women in Science,Technology,Engineering,and Mathematics
(STEM)in the Asia Pacific .pdf
Whether through the survey or group discussions, we felt there was a lack of genuine interaction and
feedback. To address this, we interviewed several school teachers, including the grade director, biology
teacher, physics teacher, and chemistry teacher, to explore women's performance in science education.
All the teachers agreed that there are some differences in learning abilities between males and females.
Typically, females excel in language skills and have more balanced overall academic performance, while
males tend to show stronger logical thinking abilities, but with more polarized results—those who do
well excel, while those who struggle often fall far behind. However, women also perform well in subjects
like biology, physics, and chemistry. Although they may experience some physical limitations during
university laboratory experiments, this has become less of an issue with technological advancements. The
physics teacher also pointed out that while past studies suggested males outperform females in math and
engineering STEM fields, recent meta-analyses have shown that gender differences in standardized math
tests are nearly negligible, indicating that mathematical ability is not influenced by gender.
The teachers emphasized that the current education system does not show bias towards girls choosing
humanities or sciences; the key lies in nurturing each student's passion and strengths. Not everyone is
suited for science, just as not everyone is inclined toward the arts. Students should choose subjects
based on their interests to achieve career fulfillment. The biology teacher mentioned that university
professors, when selecting lab assistants, often consider gender characteristics: male professors may
prefer female students for their attention to detail, while female professors might choose male students
for physically demanding or outdoor experimental tasks, creating a complementary dynamic.
However, certain biases still exist among East Asian parents, such as the belief that boys should find
partners slightly less capable than themselves, while girls must seek more capable partners. These
stereotypes lead some parents to discourage their daughters from pursuing engineering, fearing that high
competence may hinder marriage prospects. Parents often exhibit subtle biases when guiding their
daughters towards either arts or science.
For women studying science, the teachers stressed that subject choice should be based on interest, not
gender differences. Women should boldly pursue their desired path, provided they know how to protect
themselves and understand their position. If young women discover a passion for science, it is crucial
to foster that interest from an early age. Additionally, providing the necessary resources, support, and
role models for them to succeed in any field they choose is essential.
Our conversation with the teachers clarified that the barriers women face in science education do
not stem from the education system itself but from biases held by some parents and
society.These biases limit women's interest in and development in science. This exchange
also provided us with a clear direction for future efforts. We will focus on eliminating these societal
stereotypes, helping more women discover and nurture their interest in science, and supporting their
pursuit of opportunities and recognition in STEM fields.
Interview with International Teachers
We interviewed a teacher from Japan and learned that in Japan, women focusing on a "housewife" lifestyle
has become a common phenomenon, with full-time housewives even being regarded as performing highly
specialized labor. As housewives, they are confined to the family’s internal feedback system, which
results in them missing out on career advancement opportunities and the benefits of work experience.
Regarding girls' education, Japan lacks role models for professional women, especially within
families, which contrasts with the nation’s overall development.Additionally, the
enrollment rate of women in higher education remains relatively low. The proportion of female teachers
in high schools, universities, and graduate programs is also very low. At the primary school level,
there is no significant difference in math and science learning abilities between boys and girls, but
Japan’s gender stereotypes are more deeply ingrained than in many other countries, hindering women’s
further development in scientific education.
This exchange made us realize that gender stereotypes affecting women exist in many
countries. Therefore, we decided to upload our activity materials to Wiki, allowing
other teams to download and use them to promote women's education in their respective
countries or regions. At the same time, we will increase our online promotion efforts, utilizing
the power of the internet to widely disseminate this informationand further advance women’s
education in science. Additionally, we will focus on the status of women’s education in more countries
and actively contribute to promoting gender equality and the development of scientific education
worldwide.
Teachers volunteering in underprivileged areas
Since our school is located in an economically developed area with more progressive educational concepts,
it does not represent the educational perspectives of all regions. Therefore, we interviewed a math
teacher who had volunteered in the Daliang Mountains in Sichuan Province. The teacher pointed out that
girls tend to be more diligent, while boys in science subjects show a polarized performance—those who
excel do very well, while those who lag behind tend to fall far behind. Girls, on the other hand, tend
to have more balanced academic performance. Parents usually hope their children choose science subjects,
believing that science will lead to higher-paying jobs in the future. However, for girls, parents are
more likely to compromise, thinking that studying humanities is acceptable, largely because they rarely
see girls excel in science and are less inclined to push them. For girls, the bias from parents is not
so much about choosing science but rather about education itself. There is a common belief in rural
areas that highly educated women have a harder time finding a husband. This traditional mindset remains
deeply rooted in some families, leading parents to be reluctant to encourage their daughters to pursue
higher academic achievements, especially in STEM fields.
Regarding the dream careers of rural girls, most lean towards stable jobs such as doctors, government
officials, and teachers; some also prioritize material pursuits, but research-based careers rarely
appear in their career aspirations.
This interview helped us realize that for children in remote areas, "money" or economic issues
are unavoidable obstacles. Due to financial constraints, they focus more on whether their
chosen field of study can lead to a stable income, rather than choosing subjects or careers based on
personal interests. Therefore, in future efforts to support children in remote areas, we not only need
to promote awareness but also provide financial support to help them explore their strengths and
encourage them to pursue careers they truly enjoy.
Education Companies
Education companies have a more comprehensive understanding of the current state of women’s education in
the field of science compared to schools. We interviewed two lead teachers from education companies.
They mentioned that with the progress of society, today’s education system places more emphasis on
discovering and respecting children's talents, teaching them according to their aptitude. Regarding the
participation of girls in engineering education, Ms. Xu pointed out that although the overall proportion
is still low, there has been a significant upward trend in the past two years, with an annual growth of
about 10%. She believes that girls have advantages in STEM education, including rigorous thinking and
decisive execution, and in some engineering fields, they even outperform boys. However, some parents
still believe that the investment in STEM education is too high and the returns too low, while others
question the professional competence of female teachers in scientific disciplines.
In addition, we discussed the issue of gender discrimination in the workplace. Teacher Susu believes that
as long as girls have sufficient experience and ability, they should be treated fairly and not
stereotyped as only suitable for clerical work due to their gender. Ms. Xu noted that while her company
holds few gender stereotypes, gender discrimination still exists in the internet and tech industries.
Even when women show superior abilities, some companies still prioritize hiring men for key positions.
Ms. Xu also shared her personal experiences from school. She recalled that in high school, some teachers
thought that boys were quicker at understanding formulas, so they preferred explaining problems to them.
During the preliminary rounds of a middle school math competition, Ms. Xu scored the same as several
boys, but the school ultimately only nominated the boys for the final competition. These experiences
made her deeply aware of the impact of gender stereotypes on women in both academia and the workplace.
This interview helped us realize that women are not inferior to men in STEM education; in fact,
they sometimes show unique strengths. Therefore, we should actively promote women’s
education in the field of science, break gender stereotypes, create more opportunities and resources for
them, and encourage more women to engage in scientific research and technological innovation.
Male Drivers
During our frequent outings, we had casual conversations with drivers and found that many male drivers in
their 40s generally believed that women should not receive too much education, especially in science
subjects. Even when it came to their daughters in their 20s, they held similar views. They thought that
women who study too much science may struggle to adapt to traditional roles in marriage, such as getting
married, having children, and taking care of the family.
Based on this, we believe it is necessary to conduct widespread public education at the societal
level to promote the power of "her" and break these deeply rooted social biases. By
raising public awareness of the importance of women’s education, increasing opportunities
and resources for women to access education, and reducing family pressure, we can help women freely
choose their own paths in learning and career development.
Direct Understanding
Whether through surveys, group discussions, or interviews with teachers and education companies, our
understanding of the current state of women’s education is only indirect. To gain a deeper understanding
of the real needs of women in science education, we hope to directly communicate with women who are
actively engaged in the field of science and listen to their thoughts and opinions. This will help us
better understand their needs, allowing us to more effectively promote our activities and advance the
equal development of women in the field of science.
Team Members and Surrounding Classmates
Our team members and surrounding classmates have expressed that they have not directly encountered gender
discrimination, and their parents encourage them to freely explore their interests. However,
they have also heard many stereotypes about women, such as "A woman’s virtue lies in
having no talent," "Men for science, women for the humanities," "A woman's purpose in life is to marry
and have children," and "Women shouldn't appear too strong, or they will be unwanted." They are
dissatisfied with these stereotypes and are willing to join us in advancing women's education, helping
to break these stereotypes, and advocating for gender equality.
Chemistry Professor at Shanghai Jiao Tong University
Professor Yue, a chemistry professor at Shanghai Jiao Tong University and the mother of Weihan Song,
shared her views on our product and discussed the challenges women face in STEM education.
When talking about women's STEM education, Professor Yue recalled the situation from twenty years
ago. She pointed out that at that time, not only STEM education but even the
concept of women receiving education was not widely accepted. Society generally believed
that girls should marry early rather than focus on their studies. Later, as more women entered schools,
a new stereotype emerged: "Women are suited for the humanities, while science should be dominated by
men." However, it turned out that many women excelled in science. Professor Yue emphasized that
women should receive education and recognize their talents. If science is their
strength, they should not be limited by societal biases. Even if they are not particularly interested in
science, they should still acquire some knowledge to enhance their overall skill set.
This conversation made us realize the importance of breaking gender stereotypes and biases. We
need to promote awareness on a societal level. By raising public understanding of women’s
potential in STEM fields and changing traditional views, we can offer more opportunities and support to
women, truly advancing gender equality and empowering more women to confidently pursue careers in
science.
Master-PhD
We had discussions with a mathematics master's student from Beijing Normal University, a chemistry
master's student from Southern University of Science and Technology, and two biology Ph.D. students from
Shanghai Jiao Tong University. They chose their respective fields due to their strong interest
in the subjects. For example, chemistry master's student Luo recalled feeling a passion for
exploring a broader world when she saw some fascinating experimental phenomena in her high school
chemistry textbooks and how chemistry knowledge explained everyday life. This sparked her interest in
chemistry.
They mentioned that while the gender ratio among undergraduates was relatively balanced, the number of
female students slightly decreased at the graduate level. Additionally, some professors displayed gender
bias during the admissions process, often preferring to accept male graduate students. This became
particularly evident during Ph.D. applications, where many professors asked female candidates whether
they had boyfriends and if they had any plans for marriage or children in the near future. This is where
the difference in treatment based on gender became apparent. Furthermore, in the job market, certain
technical positions were open only to male applicants, and this type of gender discrimination is
widespread in society.
They also shared their job-seeking experiences and noted that discrimination against women still
exists, especially in technical positions where women are often not prioritized. They
emphasized that attention to detail is not determined by gender; both men and women can be meticulous or
careless. The key is an individual's ability and performance. However, women often face greater
obstacles and must be even more outstanding to be given relatively equal opportunities with men.
This exchange further strengthened our confidence in promoting societal awareness. Only by breaking down
societal stereotypes about women can we create truly equal opportunities for them and help them achieve
greater success in science and technology fields.
Our Efforts
Media Accounts
In addition to our own promotional efforts, leveraging the power of the internet is essential to
expanding our impact. Online platforms can help us reach a wider audience, breaking
geographical barriers and spreading our ideas and information to more people. Through social media,
websites, and other online channels, we can promote our message more efficiently, attracting more
attention to women's participation in STEM fields, and fostering gender equality and social progress.
Moreover, online interaction allows us to gather more feedback, helping us better adjust and optimize
our promotional strategies.
Accounts
Weibo: iGEM一She
TikTok: iGEM-She+
Xiaohongshu: iGEM-She+
WeChat Official Account: JIASHU-SH
"Female Scientist" Project
The "Female Scientist" project is the first step in our promotional campaign. Through group discussions,
interviews with volunteer teachers, and exchanges with Professor Yue from Shanghai Jiao Tong University,
as well as current master’s and Ph.D. students, we realized that stereotypes largely arise from
the lack of positive role models. Therefore, we designed the "Female Scientist" project to
tell the stories of outstanding female biologists and showcase their significant contributions to
humanity. We publish these stories on media platforms, hoping that their work will gain public
recognition and attention. At the same time, we aim for their success to inspire more girls to bravely
pursue their dreams in STEM fields.
To better spread our message and fully utilize the power of the internet, we used AI to create a song
about inclusivity, which we released on our media account (https://v.douyin.com/iMy6oK4Y/). The song calls for women
to showcase their strength through learning. Its catchy nature gives it a broad appeal,
allowing it to quickly spread across social media and various platforms, attracting more attention
to our project and its message. Compared to text or images, music resonates emotionally
and is more direct, making it easier to touch people’s hearts and spark discussions and sharing among
different groups.
We created two versions of the song and ultimately chose the second version because it not only better
conveys the theme of female empowerment but also breaks traditional boundaries by showcasing
the "Strength" of women in the STEM field. Through this innovative format, we hope to
encourage more women to pursue their dreams, break stereotypes, and show the world their limitless
potential.
Lyrics and Song File
First Version of the Song
Second Version of the Song
Creation of a Women's Support Group
We have established a women's support group where we regularly post stories of outstanding female
scientists and provide solutions to women's questions in the engineering field. Through this platform,
we aim to encourage more girls to enter STEM, offering them support through exchange
and mutual assistance, helping them broaden their perspectives, and improve their skills in science,
technology, engineering, and mathematics, to support their learning and growth.
Online Inclusivity Seminar
We held a seminar themed "Female's Power in STEM," aimed at showcasing our research on women's
participation in the scientific field and calling for more people to join the movement to
promote women's STEM education. The seminar covered topics including the current state of
women in STEM industries, reasons for the lack of female representation in STEM, measures to support
women's development, our team's efforts, and concluded with a group discussion.
In the group discussion, we identified future directions, deciding to organize more offline activities
and implement innovative measures to promote women's education in STEM. Through these activities, we
hope to inspire more girls to take an interest in STEM fields and encourage them to bravely pursue their
scientific dreams.
We organized an offline seminar on women's education in STEM, inviting not only female students but also
male students, hoping to gain perspectives from various angles on this topic.
At the seminar, Cui first shared the research and achievements of our team. During the discussion,
we summarized several environmental factors that hinder women's development in STEM,
including but not limited to: poverty, which leads to a lack of basic life and social security for
women, making it difficult for them to pursue STEM fields; insufficient attention to gender issues in
STEM policies; women’s self-confidence and sense of belief being affected by long-standing societal and
cultural norms, leading to a lack of confidence in pursuing STEM; although laws promote gender equality,
their implementation is often weak, and the proportion of female researchers and leaders remains low;
and persistent gender stereotypes that continue to obstruct women's progress.
In future activities, we will focus on addressing these barriers based on the findings of the seminar and
work to break them down, promoting the equal development of women in STEM and boosting their confidence.
Banner Promotion
We hung up a banner in the teaching building that reads, "Women Can Shine in Science Too," hoping that
students attending classes would gain more confidence in studying science through our promotion. At the
same time, this message is also intended to reach passing parents, helping them recognize the
importance society places on women's participation in science, thus encouraging more
parents to support girls in pursuing careers in science.
Poster Promotion
First Edition Poster
We created posters and placed them in study corners of the library and in the hallways of the teaching
buildings. Through these posters, we hope that passersby will see them, boosting women’s
confidence in studying STEM subjects, and through subtle influence, gradually change public
perceptions of women’s participation in STEM fields.
We created new posters in Chinese, English, and Japanese versions to expand our reach.
To increase interactivity, we designed the bottom of the posters as tear-off bookmarks, allowing
passersby to take them along as daily inspiration. This approach not only spreads our message but also
provides people with a small tool to remind themselves to pursue their scientific
dreams.
We set up an outdoor booth to promote women’s education and our project. During our first attempt, the
booth was placed under the teaching building, but it did not attract much attention. To improve, we
adopted a more proactive approach, creating signs and assigning team members to explain the project
on-site, encouraging women to recognize their potential and break free from traditional constraints.
In our new attempt, we chose a hotel and a city square as exhibition locations. At the hotel, female
guests had enough time to learn about our project during check-in, while the city square was a place
where women gathered for leisure in the afternoon, giving them more time to engage with the activities.
These changes significantly improved the promotional effect, attracting more attention and participation
from women.
However, during the exhibition, we encountered some older men who questioned the idea, stating that women
should not learn too much or claiming that our displays were not beneficial to women. Despite societal
progress and the growing opportunities for women to shine in various fields, the stereotype that "women
should not study" still persists. This reinforced our determination to promote gender equality. Through
our activities, we hope to take a small step toward eliminating these biases.
This event made us realize that biases against women studying science still exist in society.
What we are doing is an important initiative to change this phenomenon. We hope that through
continued efforts, we can gradually shift the societal mindset and encourage more women to
confidently enter the field of science and pursue their dreams.
We participated in a volunteer activity focused on educating kindergarten children. During the event, we
shared stories about female scientists with the children, and they were all very interested. We realized
that, regardless of gender, children have a strong desire to learn new things. This event showed us
how important it is to guide children's learning interests, and we found that they
prefer to learn through fun, interactive methods.
Card Game
Female Scientist Guessing Cards
In addition to working on changing societal stereotypes about women in STEM, it is equally important to
increase girls' interest in STEM fields. To this end, we designed the "Female Scientist Guessing Card
Game." Through this game, girls can guess the achievements of female scientists based on their names,
learning while having fun and sparking their interest in STEM. This interactive
approach is not only entertaining but also allows girls to feel the power of role models and the
charm of science.
In the "Female Scientist Guessing Card Game," we realized that the game's fun factor was insufficient to
effectively increase girls' interest in STEM fields. Therefore, we specially customized new chemistry
and math cards. In particular, the chemistry cards feature various game rules designed to encourage
children to engage more in learning different STEM subjects. This improvement not only enhances the
game's enjoyment but also provides children with a richer learning experience, allowing them to
experience the joy of science through play.
The children expressed that they prefer listening to stories over memorizing the achievements of
female scientists. They showed greater interest in the new game cards, finding chemistry
and math more fun through gameplay. This interactive approach allows them to learn scientific knowledge
while having fun, enhancing their interest in STEM subjects.
We created a STEM children's book primarily aimed at young Girls, using storytelling to help them
learn about the achievements of female scientists in a more accessible way. This approach
not only helps children understand the accomplishments of scientists but also inspires their interest in
STEM subjects through engaging and entertaining storylines.
We created a cartoon comic for children and included it in our children's books. Through engaging
and fun storylines, we aim to spark children's interest in STEM subjects. We hope that by
using this approach, children can be introduced to scientific knowledge in a relaxed and enjoyable
atmosphere, while fostering their curiosity and spirit of exploration from an early
age. At the same time, the characters and plots in the comic can help build their confidence,
encouraging them to believe in their abilities and boldly pursue their dreams from a young
age.
We believe that this method of combining education with entertainment will lay a solid foundation for
their future learning and inspire them to continually explore and make progress in STEM fields.
For children in remote areas, financial issues are the primary obstacle they cannot avoid.
Therefore, we launched a charity fundraising campaign aimed at providing help for children in
these regions. Our classmates actively responded, donating a large number of books and funds. These
donations were eventually sent to remote areas to support children who lack educational resources.
Through this event, we not only provided practical support to these children but also deeply realized the
importance of social responsibility. The enthusiastic participation and dedication of our classmates
further strengthened our resolve to continue helping vulnerable groups.
We hope that through such efforts, we can create more learning opportunities for children in remote
areas, especially girls. We want them to no longer be limited by financial problems but to have the
chance to read books they are interested in and explore the fields they are truly passionate about. By
providing more resources and support, we hope to help them pursue their interests and dreams,
encouraging them to move forward bravely in both their academic and personal lives and do what they
truly want to do.
We found a project on the Alipay Charity platform called the "Mountain Phoenix Girls' Education Program,"
which specifically provides scholarships, educational support, and empowerment camps for disadvantaged
girls in remote areas, encouraging them to change their destinies through knowledge. Our team members
organized a donation effort, hoping that through our contributions, we can help more girls gain access
to education and inspire them to bravely pursue their dreams and transform their futures through
knowledge.
Desert Flower—Afghanistan
We have noticed that, due to the implementation of new policies in Afghanistan, the opportunities for
women to receive education have become increasingly scarce, let alone STEM education. According to
UNESCO, Afghanistan is the only country in the world that bans girls over the age of 12 from attending
school, with 2.5 million girls deprived of education, accounting for 80% of the country’s school-age
girls. According to the latest data, approximately 1.4 million girls are banned from attending secondary
school, and over 14.6 million people over the age of 15 are illiterate. Over the past three years, the
number of primary school students has dropped by 1.1 million, and enrollment in higher education has
significantly decreased by 53%.
To further understand the current state of education for women in Afghanistan, we contacted a principal
of a girls' elementary school there through TikTok and made donations. To protect their safety, we
heavily censored and cropped the image materials. This action not only made us realize the serious
global challenges that women’s education faces but also motivated us to continue our efforts in
promoting education for women.
Elderly Women
We realize that in today’s education system, women are free to develop their interests. However,
in earlier years, it was difficult for women to even receive an education. Now, these women are
elderly, but they still have the right to continue learning and acquire new knowledge. We
conducted a survey on elderly women’s learning preferences and found that they prefer to gain
new knowledge through radio and television. For people of their generation, literacy levels are
limited, so audio and video media are more suitable for their learning needs. These methods
not only make it easier for them to access information but also attract their interest.
For this reason, we wrote a simple, easy-to-understand popular science script on synthetic biology,
specifically targeting the learning needs of elderly women. We used clear language in the script,
avoiding overly technical terms to ensure they could easily understand the basic concepts and practical
applications of synthetic biology. We used AI technology to help us with voiceover and video production,
making the content more vivid and interesting, allowing elderly women to access new knowledge in the
form of audio and video.
Through this approach, we hope to convey the latest scientific knowledge to them, spark their interest in
science, and show the practical significance of science in daily life, allowing them to experience the
joy of learning and exploration.
LGBTQ+ is an acronym representing a range of gender identities and sexual orientations. We spoke with a
lesbian woman who pointed out that issues facing the LGBTQ+ community in STEM have not received as much
attention as other minority groups, such as women in STEM. Since the LGBTQ+ community is an
invisible minority, there has been a lack of conscious efforts to include them in mainstream
discussions. Many LGBTQ+ members report feeling underrepresented both in and out of the
workplace and consequently suffer a disproportionate amount of negative impacts.
To foster a more inclusive social atmosphere and encourage the integration of the LGBTQ+ community into
STEM, we specifically created a poster to raise awareness about the LGBTQ+ community and promote the
implementation of more inclusive initiatives through outreach and education.
As we progressed with our project, we were delighted to see that inclusivity in women’s science education
is gradually improving in our country. Through our efforts, we have successfully raised awareness about
the gender gap in STEM fields. Our promotional activities have encouraged many aspiring girls to bravely
pursue their scientific dreams and contribute to the advancement of humanity.
However, stereotypes still persist, and we must continue to enhance society’s inclusivity and support for
women in STEM education. Additionally, in many parts of the world, biases against women’s science
education remain, and in some regions, women are even deprived of the right to education. Therefore,
after the iGEM competition, we hope to expand this project by establishing a club dedicated to
eliminating gender stereotypes in science, continuing to promote related activities.