Empowering and inspiring Higher Education students in the STEM/ STEAM fields: a review for UK and Ireland

Women remain underrepresented in science, technology, engineering, arts and mathematics (STEAM) subjects and careers in higher education. This literature review explored the current state, challenges, strategies and best practices related to encouraging women's participation in STEAM fields in the context of Ireland and the UK. Database searches identified 21 relevant studies from the past decade (2013-2023). Results indicate that despite increasing enrollment, fewer women pursue STEAM degrees and careers compared to men. Key barriers faced by women include stereotypes, lack of sense of belonging and confidence, difficulty shaping a STEAM identity, and lack of institutional support. Strategies to boost engagement include outreach programs, peer learning, mentoring with female role models, and flexible career paths. While mentors can enhance women's self-efficacy, few studies have investigated this. Recommended best practices emphasize early interventions, visibility of female role models, leadership commitment to inclusion policies, and approaches accommodating women's lives. However, gender inequality in STEAM persists. Further research is needed to understand how evidence-based strategies can be effectively implemented. This review highlights the need for multifaceted initiatives spanning all educational levels and career stages to create a supportive ecosystem enabling women to reach their full potential in STEAM fields.