ABSTRACT: There have been global strides in science and technology but the gap in STEM, especially prevalent in developing countries, still prevails―a fact every-next post structural inequalities, cultural barriers and policy inefficiencies prevent more women from entering the field. The global frameworks and national processes have sought to address these disparities, the trajectory of change has been disjunctive, generally fragile and with significant regional variation. This paper seeks to evaluate the efficacy of policy interventions and educational reforms in reducing STEM gender gap within a set of developing countries. A mixed-methods study that combines global gender-STEM indicators (2010–2025) of students with quantitative analysis is linked to and informed by a qualitative research component that includes document reviews, case studies in Nigeria, India, Kenya, Bangladesh, and Colombia as well as interviews with stakeholders of the education sector. The evidence indicates that while enrolment and retention of women in STEM has increased in some contexts as a result of specific policy targeting , there remain systemic issues to be tackled. Such factors include socio-cultural stereotypes, poor monitoring systems and visibility of women. Enabling environments were stronger when reforms sat at the intersection of local normative expectations and global benchmarks. The paper makes useful inputs to educational planning and gender equity dialogue, underscoring the urgency of measures that are multi-component and contextually relevant. It also presents a model for future reform and stakeholder collaboration in STEM equity.

Keywords: STEM education, gender equality, policy reform, developing countries, educational equity, women in science, inclusion.