Introduction
While at Stanford, I couldn’t help but notice the difference in how women in education, especially in STEM fields, are treated compared to my experiences in Poland. In the U.S., the encouragement, resources, and equality women experience in higher education felt transformative. This contrast inspired me to dive into a series of blog posts to examine the specific challenges women face in Poland and explore what changes could make our system better. In this post, I’ll compare educational opportunities for women in the U.S. and Poland, sharing what I’ve observed and learned along the way, and offering some ideas for a future where Polish women have equal opportunities to succeed.
Gender Inequality in Education in Poland
In Poland, traditional gender roles and social expectations still weigh heavily on young women. This is particularly pronounced in rural areas, like the small town where I grew up. Women are often not encouraged to pursue higher-paying, demanding careers, or to go into fields like medicine, law, or engineering. Instead, many are steered towards “safer” professions that fit traditional stereotypes, such as hairdressing or primary school teaching. For girls in small towns, the message is clear: prioritize family and domestic responsibilities over professional ambitions.
This cultural mindset affects young women across the board, impacting their choices in education and, ultimately, their career paths. STEM fields, which are perceived as male-dominated, are particularly lacking in female representation. Young women often feel discouraged from joining these fields, leaving them severely underrepresented in math, science, and engineering programs at Polish universities.
Evidence of Inequality: My Personal Experiences
In high school, I’m in an advanced math and computer science class, and out of 30 students, only four were women. The ratio was a stark reminder of the barriers girls face in Poland when it comes to entering fields that demand technical skills and higher education. The trend wasn’t limited to my year; it was a pattern that extended to other classes and different years. This imbalance made it clear that without proactive encouragement, many Polish girls are missing out on pursuing their full potential in STEM fields.
A personal experience that highlighted these inequalities involved my younger sister in primary school. While I was encouraged to participate in Olympiads and competitions, she was subtly discouraged and questioned by the teachers and the school. The difference in treatment showed me how ingrained these biases can be, even within the same family, and how girls are often not given the same level of encouragement or support when it comes to academic pursuits.
A Positive Example: What I Observed at Stanford
The experience at Stanford was refreshing and eye-opening. In my STEM courses, I noticed a more balanced gender ratio (although still with a male majority), especially compared to Poland. Women in my classes asked questions, engaged actively, and were comfortable in an environment where their voices were valued just as much as their male peers. This atmosphere extended to the teaching approach itself—professors and TAs were committed to ensuring that every student, regardless of gender, received the support they needed.
From talking to my classmates, I learned that many of them had been encouraged from a young age to pursue any field they were interested in, whether that was computer science, engineering, or math. They shared stories of school programs, mentorship, and resources that helped them thrive in these traditionally male-dominated fields. This encouragement made a difference in their confidence and success, and it was inspiring to see a system that genuinely supported women in fields often dominated by men.
What Poland Can Learn from the U.S. Education System
To make real change, the Polish education system needs to address these cultural barriers and start supporting young women more actively. Here are some ways this could happen:
- Promote Equal Opportunities from a Young Age: Schools need to start encouraging girls to enter high-paying, challenging fields from an early age. Offering school programs or clubs focused on science, engineering, and math, specifically aimed at girls, could help normalize their participation in these fields.
- Provide More Institutional Support: Polish schools could take a page from U.S. universities by offering additional support, such as TAs, tutoring programs, and mentorship opportunities for students, particularly in STEM areas. With more guidance, young women can feel more confident about tackling complex subjects and pursuing careers in these fields.
- Challenge Social Norms and Expectations: To shift societal expectations, it’s important to address gender stereotypes at home and in schools. Families should encourage girls to follow their academic interests and not pressure them to fit into traditional gender roles. Promoting successful women in high-paying professions as role models could also help break down these biases.
Conclusion: Bridging the Gap in Education Equality
As I reflect on my experiences at Stanford and in Poland, it’s clear to me that while there are many challenges, there are also opportunities for change. Poland has an untapped potential in its young women, and by learning from the U.S. approach to educational equality, it can build a future where every girl has the chance to excel in whatever field she chooses. Education isn’t just about what happens in the classroom; it’s about creating a culture of encouragement, support, and equality that helps all students succeed.
My hope is that as Poland continues to develop, we can start to break down these barriers and offer young women the same opportunities and resources I’ve seen in the U.S. The road to equality isn’t an easy one, but with dedication, it’s possible.