Beyond Access: Hidden Barriers Shaping Gender and Ethnic Disparities in STEM Higher Education

Abstract

STEM education plays a pivotal role in fostering innovation, economic growth, and broader societal advancement. Yet, despite the increasing global demand for STEM expertise and skills shortages, persistent inequalities continue to limit the participation and representation of women and other underrepresented groups within the STEM workforce. Focusing on Mexico, this study investigates barriers to access and progression in STEM through qualitative perspectives gathered from students, graduates and academics at leading institutions. Our findings show that, although policies supporting equity, diversity, and inclusion (EDI) are present, their impact is diminished by uneven implementation and insufficient integration across curricula, institutional practices, and support systems. As a result, inclusivity remains inconsistent, shaped by structural, cultural, and pedagogical factors that influence both educational experiences and career pathways. The study highlights the need for a comprehensive, institution-wide approach that fully embeds EDI across all aspects of higher education, ensuring that inclusion is not only a policy target but a sustained and lived experience. While centred on Mexico, these insights may resonate with similar contexts and offer an additional perspective on improving inclusive participation and progression in STEM degrees in higher education more broadly.