Money, Meaning and Impact: What Girls in Canada Really Think about STEM

Girls Value Earning Power and Impact, But Many Still Don’t See That in STEM

OTTAWA, ON - October 8, 2025

Girls across Canada have told us they want to change the world and they care about being well paid for their work. What they still don’t realize is that science and technology careers are an excellent way for them to do this. In fact, 71 per cent of girls in Canada personally value making money and business, but only 49 per cent believe it matters in science. This, along with other powerful insights, can be found in Actua’s latest report, Valuing STEM: Do Girls Think Science Values What They Value?

The report, released today, is based on a survey of 1,000 youth across Canada and provides insights into what girls value, what they believe matters in STEM, and what we can do to strengthen their connections to STEM.

“By hearing directly from girls across the country, we’ve gained clearer insights into the tremendous opportunity to connect their values with meaningful science and technology careers, which will help us encourage more of them to pursue STEM,” says Jennifer Flanagan, CEO of Actua. “Whether it’s showing them the powerful impact STEM can have on the world or helping them see that they can earn a good living doing work they care about, we need to help more girls recognize their potential in STEM.”

Past efforts to explain and address the gender gap in STEM have identified numerous barriers, including a lack of role models and representation. This new research was designed to provide a better understanding of girls’ current realities and perspectives and what else might be holding them back in STEM.

The current survey confirms that STEM appeals to both girls and boys, but their course and career choices differ. In fact, 69 per cent of girls and 78 per cent of boys list one or more STEM subjects as among their favourites in school. However, boys are more likely to choose computer science and technology classes and careers, while girls gravitate toward life sciences, healthcare and areas with clearer social impact.

Highlighting that all STEM disciplines, from biology and chemistry to engineering, offer opportunities to make a difference can help girls see the full range of ways they can shape the world and increase their critical participation in these fields.

The report also highlights that girls prioritize values vital to innovation and problem-solving, including:

Creativity (75 per cent of girls say this is important to them)
Knowledge and knowing things (74 per cent of girls say this is important to them)
Helping others (72 per cent of girls say this is important to them)

When asked if these values also matter in science, many girls agreed, showing a strong alignment between these priorities and what they see as mattering in science.

While many of the values girls shared align with what they believe matters in science, there are some areas of disconnect. For example:

71 per cent of girls personally value making money and business, but only 49 per cent believe it matters in science, marking a significant 22-point gap.
71 per cent of girls prioritize health and fitness, yet only 50 per cent think it matters in science, a 21-point gap.
69 per cent of girls personally value fairness and social justice, but only 54 per cent believe these values matter in science – a 15-point gap.

The differences are even starker for girls who did not choose a STEM course among their favourites.

The survey results show us that some girls may be stepping away from STEM because they do not see a strong enough connection to their values, interests and aspirations. Our opportunity is to connect their passions to STEM, showing girls that what they care about most is at the core of STEM careers – meaningful careers that pay well and can be a powerful way to positively impact the world around them.

By listening to girls and capturing their perspectives, our research offers fresh insights into how to close persistent gender gaps in STEM. What emerges is a clearer picture of how girls relate to STEM today and how their values and priorities might shape their future STEM engagement.

A cornerstone of Actua’s work is its National Girls Program, a bold program addressing gender inequity in STEM. Now 25 years old, the program engages 25,000 girls each year, with an additional 225,000 reached through other co-ed programming. The program builds confidence, supports mental health, and strengthens science and digital literacy, while offering meaningful exploration of topics like AI and online safety, all guided by relatable and inspiring mentors. The insights from this report will enhance our opportunities to engage girls in STEM and help them thrive.

While the participant data in this specific survey largely reflects responses from youth identifying as girls and boys, Actua’s programs and inclusive engagement efforts use the term “girls” to encompass gender-diverse youth who face barriers in STEM. This includes, but is not limited to, cis girls, trans girls, non-binary youth, gender non-conforming youth, and gender queer youth.

Actua is creating a Canada where every child has the skills and confidence they need to achieve their full potential. As a leading science, technology, engineering and mathematics (STEM) outreach organization, Actua includes over 40 universities and colleges, engaging 500,000 youth in 600 communities each year. For 25 years, Actua has focused on identifying and removing the barriers for entry into STEM and now has national programs dedicated to engaging Indigenous youth, girls and young women, Black youth, those facing economic barriers and youth in Northern and remote communities. Actua’s work is made possible thanks to the support of its major funding partners, including the Government of Canada, Suncor Energy Foundation, TD Bank Group, Toyota Canada Foundation, Enbridge, CIBC Foundation, Scotiabank, Cenovus, Imperial and Microsoft Canada Inc.

Alison Gareau
Senior Director, Communications, Actua
communications@actua.ca
613.234.4137

Press release