Why Are Girls Often Encouraged Toward Biology but Discouraged from Physics?

Women and girls are increasingly present in STEM education and careers. However, their participation is not distributed equally across all STEM disciplines. While girls are relatively well represented in biology and life sciences, they remain underrepresented in physics and related fields. This difference raises an important question: why do many girls choose biology while fewer pursue physics? Research suggests that the answer lies not in ability, but in social perceptions, educational experiences, and cultural expectations surrounding different scientific disciplines.

Several studies indicate that physics is often perceived as a masculine subject. The Institute of Physics (IOP) and the ASPIRES project at University College London found that physics is frequently associated with brilliance, exceptional talent, and male identity. These stereotypes can influence girls' confidence and sense of belonging in the field.

Research in physics education also shows that female students often report lower physics self-efficacy than male students, even when their academic performance is similar. In competitive classroom environments, girls may feel that they do not fit the image of a “typical physicist,” which can discourage them from continuing in the subject.

Therefore, lower participation in physics should not be interpreted as lower ability or interest, but rather as the result of social and educational influences that shape students' choices.

Unlike physics, biology is often perceived as a discipline closely connected to people, health, and real-world applications. Many students view biology as a field where scientific knowledge can directly contribute to improving lives, understanding living organisms, and addressing health challenges.

The ASPIRES research suggests that young people are more attracted to scientific fields when they can imagine themselves belonging to them and when they see a clear connection between the subject and their future goals. Biology is frequently associated with careers such as medicine, healthcare, genetics, environmental science, and research, areas where female role models are increasingly visible.

As a result, biology is often perceived as a more accessible and welcoming scientific field for girls.

The contrast between biology and physics can be observed internationally. In many countries, women constitute a large proportion of students in life sciences and health-related fields, while their representation in physics remains considerably lower.Statistics from UNESCO and OECD reports consistently show that women are much more likely to enroll in biological and health sciences than in physics, engineering, and some technology fields. These patterns appear across different educational systems, suggesting that the phenomenon is widespread.

The goal should not be to push girls toward physics or away from biology. Instead, educational institutions should ensure that all students feel free to pursue the disciplines they genuinely enjoy.

Efforts should focus on reducing stereotypes, increasing the visibility of female physicists, creating inclusive classroom environments, and helping students develop confidence in their scientific abilities. At the same time, girls who choose biology should not be viewed as making a less ambitious or less scientific choice.

Supporting freedom of choice while removing unnecessary barriers is the most effective way to promote equality in STEM.

The difference between girls' participation in biology and physics is a notable pattern observed across many educational systems. Research suggests that this pattern is shaped largely by social expectations, stereotypes, confidence, and perceptions of belonging rather than by differences in ability. Understanding these factors can help educators create environments where all students feel empowered to pursue the scientific fields that truly interest them.