By Pramodini Naik, Program Manager, CYDA
STEM (Science, Technology, Engineering, and Mathematics) education is a critical gateway to future opportunities, especially in an increasingly technology-driven world. Yet, girls often remain underrepresented in these fields due to cultural biases, lack of encouragement, and limited access to resources. Research consistently highlights the significant role that families, particularly parents, play in shaping girls’ attitudes toward education and career aspirations in STEM (UNESCO, 2017). Early parental support, exposure to role models, and positive reinforcement have proven vital in increasing girls’ interest and participation in STEM disciplines (OECD, 2021). Within this broader context, the Centre for Youth Development and Activities (CYDA) has implemented targeted interventions in schools to build parental awareness, create STEM-friendly environments, and promote gender equity in science education.
CYDA’s School-Level Interventions and Parental Engagement
CYDA’s approach is rooted in community involvement and behavioral change. Through workshops, and interactive sessions CYDA actively engages parents, encouraging them to support their daughters in pursuing STEM education. The core objective aligns with Outcome of CYDA’s program: “Awareness generation among parents on STEM, enabling them to encourage the participation of girls in STEM activities.” The results of CYDA’s recent field intervention (2024–25) offer compelling evidence of the program’s effectiveness. Pre- and post-intervention data reveal a dramatic shift in parental involvement, awareness, and attitudes.
Impact of STEM Project: Evidence from the Field
- Prior to the intervention, only 65.5% of parents discussed STEM topics at home. Post-intervention, this figure rose to 100%, marking a 52.6% increase. The complete elimination of the “No” category demonstrates the program’s impact in normalizing conversations around science and technology in the household, a key determinant of long-term academic interest.
- Initially, 41.4% of parents were unaware of STEM initiatives. Post-intervention, this number dropped to 0%, and awareness reached 100%, reflecting a 70.6% increase. This success highlights the program’s strong outreach and information dissemination strategies.
- Over 89% of parents now strongly agree that STEM fields are suitable for both girls and boys.
- Parents who reported being highly involved in their daughters’ education and extracurricular activities rose from 48.3% to 62.1%. Meanwhile, the “Somewhat Involved” category dropped by the same percentage, indicating a meaningful migration toward more proactive engagement.
A Mother’s Journey Toward Empowering Her Daughters through STEM
Monika Hirake, a 33-year-old mother of three daughters studying in 1st, 4th, and 6th grade, had little awareness of STEM (Science, Technology, Engineering, and Mathematics) education until she attended a Parent Awareness Workshop organized by CYDA at Vidya Niketan Prathamik School, Pimparigaon. With her education limited to 12th grade and facing life’s challenges alone while her husband works in their native village of Akkalkot as a farmer, Monika has taken full responsibility for raising and educating her children in Pune. Reflecting on her experience, Monika shared, “Before the workshop, I didn’t know what STEM was. The session helped me understand how important it is, especially for girls. It made me believe that my daughters can succeed in fields like science and engineering.” Monika was deeply moved by the facilitator’s personal interaction and the simple language used in the resource booklet provided by CYDA. The session not only introduced her to career opportunities and scholarships in STEM but also addressed her doubts with clarity and compassion. Inspired, she now envisions a bright future for her daughters, aspiring to see them become doctors or engineers—dreams she never thought possible before. Understanding the limitations of rural education, Monika migrated to Pune to ensure better learning opportunities for her children. “In the 21st century, STEM education gives wings to our daughters,” she says. “Now, I feel more confident in supporting them against all societal barriers.”
Her story is a powerful example of how grassroots awareness initiatives can empower parents—especially mothers—to become active partners in their children’s educational journey, breaking cycles of gender bias and creating pathways for future generations.
Conclusion
CYDA’s STEM initiative highlights the importance of community-driven efforts in improving educational outcomes for girls in India. Traditionally, parental involvement in girls’ education—especially in STEM—has been limited. However, by educating and empowering families, CYDA fostered a more supportive home environment where parents actively encouraged their daughters to pursue science and technology. This mirrors findings from recent Indian education studies that emphasize the role of family and local community in overcoming gender barriers in STEM (NCERT, 2022; NITI Aayog, 2021). Thus sustained efforts are now needed to build parental confidence and maintain long-term engagement, ensuring inclusive and equitable access to STEM education across socio-economic backgrounds.
References
- UNESCO. (2017). Cracking the Code: Girls’ and Women’s Education in STEM. Paris: UNESCO Publishing.
- OECD. (2021). Empowering Women in the Digital Age. Retrieved from https://www.oecd.org/
- NCERT (2022). National Curriculum Framework for School Education. New Delhi: National Council of Educational Research and Training. https://ncert.nic.in
- NITI Aayog (2021). India’s Booming STEM Sector: Strategies for Inclusive Growth. New Delhi: Government of India. https://niti.gov.in
- CYDA Field Survey (2024–25). Internal Report on STEM Intervention Outcomes.
