There are stark regional disparities in access and choice of science subjects in higher secondary grades for Indian girls. In 2024 48% of boys graduated from science disciplines, compared to only 39% of girls at the higher secondary level (UDISE+). In states like Andhra Pradesh, Telangana, and Tamil Nadu, 60% of girls pass Grade 12 in the science discipline, while states like Rajasthan (22%), Punjab (18%), Jharkhand (13%), and West Bengal (11%) report much less than the national average.
In partnership with AISECT, Sattva Knowledge Institute explored factors that impede girls’ STEM participation in lagging states. Our 2024 report, ‘Barriers to Breakthroughs: Encouraging Girls’ Participation in STEM Education’, identified financial constraints as a significant challenge. This follow-up study examines the financial challenges hindering girls’ continuation in science streams post-secondary levels. Primary research captured girl students’ financial needs in Grades 9 to 12 across four states—Jharkhand, Madhya Pradesh, Punjab, and Rajasthan—through a survey of 4,763 girls. Additionally, over 30 expert interviews and discussions with parents and teachers offered profound insights into the barriers faced by these students.
The central hypothesis of this study is that providing targeted financial support in higher secondary grades will increase the number of girls who choose to pursue science. This study aims to assess girls’ financial needs to sustain their participation in science education and estimate the funding required to facilitate their entry into STEM careers. The study found that financial barriers, limited career awareness, and structural challenges leading to high dropout rates of girls from disadvantaged backgrounds, underrepresentation of women in STEM careers, and missed opportunities for vocational STEM pathways.
While academic performance may seem to be a key indicator of future career paths, our research shows that this is not always the case. The interplay of five metrics plays an important role in influencing the choice of discipline –
(1) Affordability– 59% surveyed girls are facing financial challenges while studying, and of these only 27% have actually opted for science.
(2) Availability– 29% of the surveyed schools do not offer science and although most of schools have science teachers only 13% of them are female science teachers.
(3) Accessibility– 24% cannot afford transportation costs, and their parents express safety concerns, particularly evening travel for after school tuitions.
(4) Academic competency– 67% of girls scored above 60% in science in grade 10th, yet only 27% chose it in grade 11.
(5) Awareness– Only 56% of girls are aware of the available career opportunities related to science. The awareness is limited to a few options like Medical, engineering, teaching and scientists.
Governments, philanthropic institutions, and CSR funds provide financial aid in form of scholarships, but access to these is limited–partly owing to the aforementioned metrics–leaving many marginalised girls behind. Overall, only 29% of girls were aware of any financial aid across sources, and of these, only 23% had actually applied for some form of assistance.
Existing supply-driven support fails to address girls’ academic needs to excel in science. Financial investments can catalyse the pursuit of an education in science, leading to the opening of new opportunities for girls to benefit from the STEM revolution.
The primary survey highlighted three types of needs that influence girl students’ decision to continue with science education: academic needs (tuition, coaching, and other resources); resource needs (digital gadgets, internet, and travel and accommodation costs); and career guidance and mentorship.
The study employed the BCG matrix to categorise the surveyed students into four distinct personas based on their competency and financial needs–disengaged (17% girls), aspirers (34% girls), trailblazers (26%) and sustainers (23% girls)– high competency, low financial needs; family or NGO/ scholarship support already existing and require minimal support like mentorship and career counselling.
Based on this framework, the financial investment required ranges from ₹22,000 to ₹1,50,000 per girl per year, depending on the pathway and persona. Through this framework, the study recommends funders to
- Invest more at the school level to improve the pipeline entering college
- Offer need-based funding to realise the actual potential of girls based on their competency and aspiration.
- Results-based funding should support girls in pursuing science education and transitioning into the formal STEM workforce.
Financial aid must align with their desired key career pathways for girls who opt for science in Grade 12, and prevent them from entering the NEET (Neither in Education, Employment and Training) population. Funders must develop a long-term vision for girls in Grades 10-12, emphasising career guidance, exposure, and science competency. NGOs and scholarship aggregators should highlight the onground demands of the girls, and use technology-enabled solutions like the Digital Public Infrastructure for transparency and accountability. Building data-backed evidence for funders to make informed decisions will support girls in following their desired career trajectories. The Government needs to broaden the scope of scholarships to include marginalised students, with a focus on girls in higher secondary grades.
There is a need to partner with schools and teachers to build awareness regarding available scholarships and other financial support provided for students in school. 3 The report emphasises that providing targeted financial aid and tailored assistance for the girls’ academic, resource and career guidance needs can significantly enhance their participation in science education and STEM careers.
Contributors
Sattva Consulting:
Rathish Balakrishnan, Arjun Bahadur, Dr. Shweta Gaur, Kumar Suyash Rituraj, Sukhada Ghosalkar,
Sharanya Sridhar, Annemary Saju and Sonali Smriti Biswas
AISECT:
Siddharth Chaturvedi, Aditi Chaturvedi, Dr Rachna Chaturvedi, Aparna Singh
