Breaking Down Stereotypes: How Multilingual Skills Challenge Gender Norms in STEM Disciplines

Authors

  • Ahmed Mohandas Department of Educational Leadership and Innovation, University of Toronto
  • Mike Stephen Department of Educational Leadership and Innovation, University of Toronto

Abstract

Despite significant progress in gender equality, STEM (Science, Technology, Engineering, and Mathematics) fields remain largely male-dominated, with deeply ingrained gender stereotypes limiting women’s participation and career growth. This article explores how multilingualism serves as a tool to break down these stereotypes and redefine gender roles in STEM. By analyzing the intersection of language and gender, the article demonstrates how multilingual skills empower women to challenge traditional norms, foster innovation, and thrive in STEM disciplines. Through case studies and evidence-based strategies, it highlights how educational reforms and corporate policies can leverage multilingualism to create a more inclusive and equitable STEM environment.

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Published

2023-11-30

How to Cite

Mohandas, A., & Stephen, M. (2023). Breaking Down Stereotypes: How Multilingual Skills Challenge Gender Norms in STEM Disciplines. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 1(9), 646–649. Retrieved from https://grnjournal.us/index.php/STEM/article/view/1671