International Day of Women and Girls in Science

Access, equity, and the knowledge we choose to value

International Day of Women and Girls in Science draws attention to the gendered structures that continue to shape who is encouraged, supported, and recognised within scientific fields. While progress has been made, participation in science remains uneven, particularly for women who face multiple and intersecting forms of disadvantage.

At Anah Project, this day offers an opportunity to reflect not only on representation, but on access, safety, and inclusion. Science does not exist in isolation. It is shaped by social systems, power dynamics, and cultural expectations that influence whose knowledge is prioritised and whose voices are marginalised.

Gender, power, and participation

Globally, women remain underrepresented in many areas of science, technology, engineering, and mathematics. The reasons for this are well documented: gender bias in education, lack of role models, limited access to funding, and workplace cultures that reward conformity over diversity.

For Black and minoritised women and girls, these barriers are often compounded. Experiences of racism, stereotyping, and exclusion intersect with gender-based discrimination, creating additional obstacles to entry and progression. These realities raise important questions. Who is science designed for? Who feels welcome in scientific spaces? And whose potential is being overlooked?

Early influence and long-term impact

Research consistently shows that attitudes towards science are shaped early in life. Expectations placed on girls, both at home and in education, influence subject choices, confidence, and career aspirations. When girls do not see themselves reflected in textbooks, classrooms, or leadership positions, disengage ment can begin long before ability is assessed.

• What messages are girls receiving about who science is for?
  How are curiosity and ambition nurtured, or discouraged, in different communities?
  And how might early experiences of inequality shape future participation?

These questions matter because exclusion at one stage often leads to absence at the next.

Knowledge, safety, and lived experience

Science is often framed as objective and neutral, yet it is produced within social contexts. Decisions about research priorities, funding, and application reflect values and power structures. When women, particularly those from Black and minoritised backgrounds, are excluded, certain experiences and needs remain under-researched or misunderstood.

This has implications beyond careers. Gaps in medical research, public health data, and social science can directly affect women’s safety and wellbeing. Whose bodies are studied? Whose pain is taken seriously? And whose lived experiences are considered credible sources of knowledge?

Creating conditions for inclusion

Supporting women and girls in science requires more than encouragement. It requires structural change. This includes equitable access to education, mentoring, and resources, as well as environments that are safe, inclusive, and responsive to discrimination and abuse.

For women who have experienced violence or control, pursuing education or professional development may be disrupted by trauma, financial insecurity, or lack of support. How do institutions account for these realities? What does meaningful inclusion look like when lives are shaped by unequal starting points?

Reflection and responsibility

International Day of Women and Girls in Science invites critical reflection. It asks us to consider not only how many women are present in scientific fields, but how power operates within them. It challenges us to think about responsibility: of educators, institutions, policymakers, and communities.

What would science look like if all women and girls were able to participate fully and safely?
What knowledge might emerge if diverse lived experiences were valued rather than marginalised?
And what changes are required to move from aspiration to equity?

At Anah Project, we recognise that access to knowledge, opportunity, and safety are deeply connected. Supporting women means addressing the structural barriers that limit participation, whether in science or in wider society. Progress begins with asking difficult questions — and being willing to act on the answers.