ABSTRACT
In Switzerland and France, girls and women face multiple challenges that compromise their science, technology, engineering and mathematics (STEM) education and consequently their careers, wherein they account for less than a third of employees globally with the exception of biology. The gender stereotypes in STEM resonate with a societal representational system and fuel discrimination strategies that specifically exclude girls and women from science. The lack of success of incentives for girls in science invites us to re-examine the way in which these disciplines are taught at the primary level. In this text, it is argued that putting science back into mainstream culture could be a way to make it more gender neutral and close the gender gap in STEM.
