A recent study conducted by Cambridge academics has highlighted concerns over the limited recognition of female scientists within the UK’s GCSE science curriculum, raising questions about its potential impact on girls’ engagement in science, technology, engineering, and mathematics (STEM) subjects. The researchers found that while the syllabus often includes scientific breakthroughs pioneered by women, the women themselves are rarely named, which may discourage female students from pursuing STEM subjects at higher levels.

The report examined the specifications of the six primary exam boards across subjects including biology, chemistry, environmental science, geology, physics, and astronomy. It revealed that Rosalind Franklin is the only woman explicitly mentioned in the GCSE syllabus, contrasted with 85 men. At A-level, only three women are named alongside 178 men. Despite Franklin’s significant contribution to the discovery of DNA’s double helix structure through her work on x-ray crystallography, she receives only a single mention in the GCSE curriculum.

According to the authors, the absence of female role models in the compulsory learning material places the responsibility on individual teachers to incorporate these achievements into their lessons. However, since teachers tend to focus on material directly relevant to exams, female scientists remain underrepresented. The study warns that this lack of visibility may contribute to a gender disparity in STEM subject uptake at A-level, particularly in physics, maths, and further maths, where male participation notably exceeds female.

The authors acknowledge that multiple factors influence girls' decisions to continue in STEM fields but stress that the GCSE level represents a crucial juncture when students select subjects for further study. They argue that increasing the representation of women in the curriculum could help encourage more girls to pursue advanced science and maths courses. The report suggests including figures such as Marie Curie, the only person to win Nobel prizes in two different scientific disciplines, in GCSE chemistry topics on atomic structure and isotopes. Lise Meitner, a key physicist involved in the discovery of nuclear fission, was cited as another exemplary role model for incorporation into GCSE physics.

Skyla White, a co-author of the study, expressed disappointment that students can complete their science education in the UK without learning the names of many pioneering women scientists. The researchers emphasize that small syllabus adjustments to feature a broader range of role models could contribute to improving female participation in STEM fields beyond GCSE level.