Published Paper Details:

During an era of widespread focus on how important STEM is, there has persisted a gender imbalance that prevents women from fully coming into their own in scientific endeavors, a shortfall that can slow outstanding research. This study attempts to overcome these obstacles by spreading awareness to children from varied age groups and backgrounds, through interactive seminars that bring to the front the outstanding yet historically repressed work of women in STEM. This methodology distinctly administers questionnaires to gauge the students' perceptions, enabling seminar material to be dynamically adjusted to promote participation and comprehension of gender roles. The most significant findings indicate that students' economic status and family background greatly influence their attitude in favor of boys' access to education. Additionally, rural students have other challenges which lead to reduced exposure to technology in comparison to urban students. Keeping in mind the magnitude of this problem, this research emphasizes the critical role of higher authorities, especially government institutions, in augmenting these activities. Although policies such as the NEP 2020 seek to increase access, drawbacks and failures in their implementation indicate that increased government intervention is needed to augment technology exposure and establish true equal educational settings. In conclusion, this study promotes pro-active, responsive pedagogical approaches and systemic interventions to tackle socioeconomic and spatial inequalities in promoting inclusivity of STEM from early schooling.