Celebrating International Day of Women and Girls in Science
February 11th marks the International Day of Women and Girls in Science. For 2026, the theme is “Synergizing AI, Social Science, STEM and Finance: Building Inclusive Futures for Women and Girls.” This day is not just about science careers but about access, opportunity, and equity! COCE’s mission is rooted in creating the pathways for educational success by investing in infrastructure, materials, and sponsorships that support children’s long-term achievement in Busia County, Kenya.
Background
Women and girls are underrepresented in many STEM (science, technology, engineering and mathematics) fields around the world. It is critical to understand why women and girls are underrepresented in STEM because when women are excluded from STEM fields, technologies and systems are often designed without considering their needs, which can result in products that fail to adequately protect or serve women and children.
Additionally, the concentration of men and women in different types of occupations plays a major role in sustaining gender wage gaps. Expanding women’s participation in high-paying fields such as computer science and engineering has the potential to reduce these disparities and promote greater economic equity.
The Gender Gap in Rural Kenyan Early Education
In rural Kenya, several factors contribute to educational inequalities between boys and girls. Cultural norms and gender bias play a critical role in perpetuating these inequalities because education often places a higher value on boys' education over girls. In many rural communities, girls are expected to carry on household responsibilities or marry early, leading to higher dropout rates among them. These cultural expectations significantly hinder girls' educational attainment and overall potential.
If you want to read more on gender inequality in education, read our blog discussing this issue in more depth: How Education Can Empower Girls and Transform Communities — COCE Kenya
Why does this matter?
Investing in foundational learning from the early grades is essential to keep girls in school, especially in rural contexts like Kenya. Evidence shows that girls’ early academic performance strongly predicts continued schooling, which then improves future earnings and employment prospects for girls. Additionally, basic literacy and cognitive skills are linked to lower fertility, greater empowerment, and improved child health outcomes. Ensuring girls stay in school and build these skills lays the groundwork for success in STEM and broader life opportunities.
With this, it is important to note that COCE’s mission directly supports the early conditions necessary for girls to one day access STEM pathways by investing in education, infrastructure, and resources that keep girls in school and learning.
This February, you can help support girls in their education by donating, volunteering in fundraising events, or just boosting our social media posts to spread awareness! Every action helps keep girls in school, and open the door to opportunities in STEM, leadership, and beyond. Join COCE in empowering girls in Kenya to reach their full potential and build stronger, brighter communities!
References
Agarwal, M. (2025). Why foundational learning matters for girls: What the evidence tells us. What Works Hub for Global Education. https://doi.org/10.35489/BSG-WhatWorksHubforGlobalEducation-BL_2025/009
Cheryan, S., Lombard, E. J., Hailu, F., Pham, L. N. H., & Weltzien, K. (2025). Global patterns of gender disparities in STEM and explanations for their persistence. Nature Reviews Psychology, 4, 6–19. https://doi.org/10.1038/s44159-024-00380-3