Jean-Jacques Pluchart
Since its creation in 1987, the Turgot Club has observed a recurring statistical imbalance between male and female authors in the publication of French-language economic and financial works. Is this inequality attributable to the French educational guidance process or to other factors of a more sociological nature? A recent survey by the Chair for Women’s Employment and Entrepreneurship (Sciences Po Paris) on gender diversity in ‘science and technology’ courses – and in economics in particular – sought to answer this question. The results of this survey were published by the Well-Being Observatory of the Centre for Economic Research and its Applications (Cepremap).
The survey complements the latest government initiatives to promote gender diversity in all higher education programmes. It follows on from the ‘Filles et maths’ (‘Girls and Maths’) action plan, launched by the Ministry of National Education, Higher Education and Research in May 2025. This plan aims to support growth in high-potential sectors while reducing inequalities, particularly in terms of pay. The survey was conducted among a sample of 1,400 final-year pupils applying to enrol in public or private higher education via the Parcoursup platform in 2025.
The results clearly show that girls are less likely than boys to choose science-related courses: boys account for around 70% of applications for science and technology courses (including economics), while girls account for 75% of applications for courses in health, humanities and social sciences, literature, languages and the arts. More male students than female students reported that they only liked science subjects at secondary school (29% of male students compared to 14% of female students).
These disparities can be explained by multiple factors – such as gender stereotypes, early rejection of mathematics, the attractiveness of better-paid jobs for men, or the pursuit of more diversified educational pathways for women – but these factors alone are not sufficient to account for such disparities. The survey reveals that the majority of women prefer to forgo well-paid careers in order to pursue their interests in health, social or cultural fields. These preferences on the part of girls are reportedly encouraged by their parents during their secondary education, whereas parents are said to encourage boys more to pursue courses that will ultimately be more lucrative. Paradoxically, the lack of parental guidance on girls’ choices may explain why they are more likely to follow their passions and why they subsequently find themselves more constrained in the labour market.
So, how can we attract women to science and technology? The authors of the study argue in favour of greater diversification of these courses and more interactive teaching methods in order to foster greater enthusiasm among pupils, particularly girls. Highlighting the contributions of these sciences and technologies to the success of the ongoing and future digital, energy, environmental and social transitions would be one of the drivers for achieving greater gender diversity in science education.