Project Update: A Shift in Topic

Over the past several weeks, my project has started to take shape through classroom visits, conversations, and community connections. I’ve had the opportunity to speak with high schoolers, university students, teachers, professors, and women working in STEM fields. Each discussion adds a new perspective to my understanding of what influences young women’s pathways into science, technology, engineering, and mathematics in Morocco.

Originally, my research focused on what was happening inside classrooms — how lessons were taught, how teachers encouraged students, and what engagement looked like day-to-day. But as my work has continued, my focus has shifted outward. I’ve realized that to truly understand how young women are empowered (or limited) in STEM, I need to look beyond the classroom — at the social structures, expectations, and family dynamics that shape those opportunities. It’s not just about what happens at the front of the room, but what happens in the community and within the home.

One theme that has stood out is how much the educational system influences who ends up in STEM. At the university level, programs with the most stable and secure career prospects are often reserved for students with the highest test scores. Because STEM fields tend to offer reliable job opportunities, only top-achieving students are eligible to pursue them.

This system creates an interesting dynamic — one where many women are guided toward STEM not only by interest, but by practicality and prestige. Families often encourage their daughters to enter these programs because success in STEM can elevate both social standing and financial stability. Several people I’ve spoken with have mentioned that girls often achieve higher test scores than boys, possibly because they are pushed harder — both by family and by cultural norms.

One male university student explained it this way: “Boys aren’t pushed as hard [to get high grades] because we don’t need to prove ourselves. But it is believed that girls do. And I don’t believe this! This isn’t my opinion! But it is what is happening.” His statement has stayed with me — not because it reflects his own belief, but because it captures a broader societal mindset that seems to exist quietly underneath the surface.

A highlight of my recent work was attending the African Biogenome Project Conference, where roughly 90% of the attendees were women. Seeing so many women leading, presenting, and driving cutting-edge research was both inspiring and telling — a reflection of how far women in science have come, and how strong the networks of female professionals are across the continent.

These are still early observations, and I want to emphasize that they represent only a small snapshot of a very diverse country. My experiences and conversations do not capture every perspective, but they’ve helped me begin to understand the interplay between education, gender, and opportunity in a more nuanced way.

As I continue my time here, I’m looking forward to expanding this lens even further — speaking with more women in STEM, gathering broader feedback, and exploring how societal structures shape who feels empowered to pursue these fields. Each story, each conversation, deepens my understanding of what empowerment looks like — and reminds me how interconnected education and culture truly are.