Take action to correct a startling discovery: Girls are dropping out of science classes

The number of girls had increased to represent 47% of students with a science baccalaureate.

The number of girls had increased to represent 47% of students with a science baccalaureate.


University studies

Act now to reverse the trend and find girls in science classes at the start of the 2023 academic year. Also act to develop a firm and ambitious public policy to address the challenges of “France 2030”.

France wants to reindustrialise, regain its place in nuclear power, conquer the hydrogen value chain, succeed in the ecological and energy transition, strengthen itself in digital… How can we succeed in these challenges without half the talent, girls, then that we have a structural shortage of engineers?

5,000there is a shortage of engineers in the hydrogen sector, 10,000 in the aviation and aerospace sector, 10,000 in the nuclear sector… 38,000 new engineers graduate every year, while 60,000 are needed.

Thanks to the in-depth and relentless work of the last two decades, the number of girls has increased to represent 47% of students with a science baccalaureate.

Since the baccalaureate reform in 2019, the number of students with a science profile has dropped by 24% for a stable number of baccalaureate holders, according to the math and science collective. Worse still, the share of girls has dropped even more: among students receiving more than 6 hours of terminal math lessons, the number of girls decreased by 61%!

These results confirm those of the surveys of the Engineers and Scientists of France (IESF) association, as well as those of Gender Scan showing a significant decline in young girls in science classes. A corollary is that only 1.6% of students in the terminal choose the path of engineering sciences! and 2.5% that of digital and information sciences!

For this sector in particular, despite being one of the main sources of innovation and economic development, schools, professional federations and businesses have multiplied incentive policies to attract more women to digital professions. However, the shortage of talent in general and female talent in particular is still just as chronic and inexplicable in this industry.

Girls dropping out of science classes is catastrophic because:

vDiversity is a resource for the competitiveness of our industry and of our research:

ORFrance’s scientific influence internationally cannot be achieved without more than 50% of the talent pool.

ORThe response to increasingly significant climatic and social challenges, France’s reindustrialization projects, the challenges of France’s competitiveness and sovereignty on the European and international scene, the talent shortage faced by businesses and digital enterprises in particular show the growing importance of STEM* in education and career paths.

vAll the great challenges of our time require mixed female/male teams:

ORClean energy, sobriety, artificial intelligence, quantum computing, data management, information security, etc., are all challenges that are already shaping the future of our society and our economy, and which concern, in all their dimensions, both women than men. .

ORHowever, the shortage of talent in the scientific and digital world is seriously hampering the development of solutions to these challenges. We will therefore not be able to build a prosperous and inclusive society without women engineers, developers, researchers… indispensable, if only to avoid gender bias in the design and operation of solutions.

Therefore, the group members who signed up to this forum call for this issue to be addressed today to strengthen existing initiatives – which have proven their worth – and to stimulate a dynamic change of scale.

To act on the orientation of girls in order to reintegrate them into scientific careers, it is particularly essential:

1.Modify common core programs 1st and 12th grade for the subjects of mathematics and science, but they also address the subject from primary school and the first years of secondary school.

2.Strengthen systemic training actions by national teacher training and in particular school leaders in charge of guidance to train them in science, skills and gender inequalities.

3.Accelerate the implementation of actions to promote equality between girls and boyswith teachers and parents aware that the gap between boys and girls on these math-related subjects starts at age 6/7.

4.Establish a firm, proactive and large-scale ambition through a multi-year skills orientation planning law to meet the challenges of France 2030capitalizing on the actions with the greatest impact proposed and implemented by associations, higher education institutions or companies.

The co-signers:

Engineers and Scientists of France (IESF)


Grandes Ecoles for Women (GEF)

Interelles Circle

[email protected]eric

G9+ Institute

Conference of the Grandes Ecoles (CGE)

Women and digital allies

*: STEM (science, technology, engineering and mathematics) or STEM (science, technology, engineering and mathematics),

Reference links

Mathematics and Science Collective Tribune:


Report “Making gender equality a new step in implementing the 21st century high school” by Sophie Béjean, Claude Roiron and Jean-Charles Ringard [7] : https://www.educatsongouv.fr/faire-de-l-egalite-filles-garcons-une-nouvelle-etape-dans-la-mise-en-21st-century-high-school-work-325526

INED report of September 2022:


School Law of July 26, 201:

https://wwww.vita-publicIque.fr/loi/269264-loi-ecole-de-la-confiance-du-26-juillet-2019-loi-blanquer#:~:text=%20reads%20lowers%20%C3%A2ge,%20up to%C3%A0%20his%2018%20years

gait [email protected]eric:



Digital Talents::


Circle Interests:


Société Informatique de France (SIF): reinstate mathematics in the common core of the 1st and final year:


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