Fighting STEM Stereotypes in Adolescence: The Role of Spatial Skills, Identity, and Digital Interventions

Traditionally, formal education has favored boys, while girls, in the past, were relegated to the domestic sphere. This has been the case for centuries, without considering the possible specific cognitive needs of girls, which have been ignored. In Western countries, this has generated significant educational problems, especially in the learning of more technical subjects, with which girls not only do not identify but also often exclude themselves with the excuse that “it is not for them” (i.e., they tend to display a strong stereotype, a false belief, regarding these disciplines). The consequences have not been long in coming. Currently, in many Western countries, the low percentage of women in technical careers (such as Physics, Engineering, and Computer Science) is alarming. Is it possible to change stereotypes? This article addresses this complex issue, placing particular emphasis on the learning of spatial abilities, so important in all STEM careers (i.e., science, technology, engineering, and mathematics). This study concludes with examples of other stereotypes (mainly cultural) that have been eliminated or significantly reduced thanks to virtual reality (VR) and the help of artificial intelligence (AI). Could the same be achieved in the spatial domain?