Bringing girls into STEM  

At MLC, we believe every student should feel confident exploring the fields of Science, Technology, Engineering and Mathematics (STEM). 

Research shows that girls’ confidence in STEM is generally lower than boys and tends to decline as they get older. Nationally, only 27% of female students in Year 12 are enrolled in at least one STEM subject, compared to 41% of male students. At MLC, we’re committed to challenging this balance.  

Why? Because at MLC, STEM is for everyone.  

“There’s no sense of this subject is for boys, and this subject is for girls,” says Miriam, Head of Science. “We try and capture our students’ interest in STEM in Junior School and aim to maintain that as they head into secondary school, despite the stereotype and social expectations that set in.”  

This inclusive mindset begins early. From Prep to Year 6, students are introduced to STEM through biology, chemistry, coding, robotics and more. In Secondary School, students continue to build on this foundation through our curriculum and co-curricular opportunities.  

Outside of the classroom, gender stereotypes and social expectations can influence how girls’ see themselves in STEM. “In co-ed classrooms, girls are often asked fewer questions and given less talking time than boys,” Miriam explains. “This can sometimes be a result of biases and unfounded stereotypes about girls’ abilities in STEM.”  

Research also shows that girls may feel less-confident in male-dominated subjects, such as math and science, when surrounded by high performing boys. Miriam says sadly this mindset can then affect their actual performance and desire to pursue a STEM career.  

At MLC, students are supported to challenge these norms. In 2024, 92% of Year 12 students are studying at least one STEM subject, with many continuing into STEM-related tertiary studies. 

However, it doesn’t stop at subjects. “Beyond the curriculum, our students regularly participate in challenging and stimulating STEM activities and events to extend their learning,” Miriam shares. “This includes the Science Talent search, the University of Melbourne Maths competition, the da Vinci Decathlon, and the Tournament of Minds, to name a few.”  

In addition to learning in an all-girls environment, MLC students are supported by passionate, knowledgeable teachers who create inclusive classrooms where they feel confident to ask bold questions and take intellectual risks. This supportive approach helps students develop the skills they need for both personal growth and future success in STEM-related fields. 

For Year 12 student, Avni, STEM subjects at MLC represent a world of opportunity: “The College has provided me with so many opportunities to explore my interests and passion for STEM, especially the wide range of co-curricular competitions, clubs and extensive programs.”