Girls: Science, Technology, Engineering and Mathematics

Baroness Hunter of Auchenreoch Excerpts

Thursday 18th December 2025 Lords Chamber

Asked by

[Baroness Hunter of Auchenreoch]

To ask His Majesty’s Government what progress they are making in increasing the numbers of girls studying science, technology, engineering and mathematics.

[Baroness in Waiting/Government Whip (Baroness Blake of Leeds) (Lab)]

My Lords, encouraging more girls into STEM is vital for a diverse, skilled workforce. We have seen progress, with more girls taking STEM A-levels, particularly in biology and chemistry, although challenges remain in other STEM subjects. We are concerned at the barriers in front of girls, which particularly contribute to the low take-up of maths, physics, and computing after GCSEs, which, of course, has a knock-on effect in higher education and the workplace. On Monday, the Government launched the Women in Tech Taskforce, led by Technology Secretary Liz Kendall, which will take action to address these barriers.

--- Later in debate ---

[Baroness Hunter of Auchenreoch (Lab)]

My Lords, I have a long-standing association with the Royal Academy of Engineering, so I warmly welcome the establishment of this task force and the strong commitment of the Secretary of State to encourage girls to pursue STEM subjects from a young age, which I am sure has the support of all noble Lords. Only 17% of the engineering and technology workforce are women, and a key area for reform is the unwelcoming workplace culture that puts women and girls off. Will my noble friend set out what the Government are doing to remedy what I would call the tech bro culture?

[Baroness Blake of Leeds (Lab)]

We share the concerns outlined by my noble friend about workplace culture, and particularly its impact on women in STEM careers. We know that the STEM sector is crucial for future economic growth, employing 9.4 million people. Currently, women make up just 25% of the total STEM workforce in the UK. Workplace attitudes start in school, and this is where we are beginning to challenge stereotypes early, working in primary schools. We fund the STEM Ambassadors and I Belong programmes, which inspire girls and aim to break down cultural barriers. We are also refreshing the curriculum to make it more inclusive, with a greater focus on digital literacy and skills.