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Microaggressions in STEM: How subtle remarks influence women's self-image

  • Writer: Gastautor*in
    Gastautor*in
  • May 28
  • 4 min read

“You're really good at math for a woman.” - “Oh, you're studying mechanical engineering? That is unexpected!”


Sentences like these sound harmless at first glance, almost like a compliment. I've caught myself being happy about them at first. But on closer inspection, it becomes clear that such statements conceal stubborn old gender norms and are a subtle form of devaluation. Statements such as these are examples of so-called microaggressions.


But what are microaggressions? They are seemingly casual remarks or actions that unconsciously have a discriminatory effect. They often affect people who do not conform to the social norm, for example because of their gender, origin or sexual orientation [Car]. Especially in STEM fields (science, technology, engineering, mathematics), such experiences are not uncommon for many women; they experience this type of devaluation at school and often throughout their lives.


When “harmless” comments cause damage


Individually, these “insignificant” comments may seem harmless. However, microaggressions have a cumulative effect and this is precisely where their danger lies. Those who are repeatedly confronted with derogatory, gender-related comments, whether from classmates, teachers or students, gradually lose their sense of belonging. This repeated experience can lead to increasing doubts about one's own competence, whether at university or later in one's career [Mic23]. From an early age, girls are given the impression that men are rational and talented in mathematical and scientific subjects, while girls are seen as emotional and less talented in these areas [Mül+18]. When they then hear from teachers, parents or other caregivers that it is “normal” to be bad at math as a girl, this idea that certain skills are not theirs to have is reinforced [Mül+18]. This not only diminishes their self-esteem, but also their confidence in their own abilities long before they even have the chance to develop their potential [Lim].


Microaggressions convey: You don't belong here


These social norms can unconsciously prevent women from choosing a STEM subject later on in life [Mül+18]. The proportion of women in these fields was only around 35% in 2022, as can be seen in Figure 1. This figure reflects a structural problem. Women do not lack ability or interest, but rather support, role models and an encouraging environment [Jea]. If young women are taught for years that maths and technology are “not their thing”, this message becomes deeply embedded in their self-image. As a result, many women do not trust themselves to pursue a STEM degree despite their interest or talent, or drop out early [Jea]. Microaggressions in the STEM field, such as those described in the introduction, further reinforce this effect; they are like little pinpricks that repeatedly imprint the same message: You don't belong here. This subliminal exclusion adds up over time and a barrier builds up, making it more difficult for women to enter university.



A young woman in lab gear looking intently at a bottle of orange liquid, symbolizing microaggresions in STEM.
Microaggressions in STEM fields can negatively affect women.

Those affected are emotionally and physically burdened


But even those who dare to take this step are confronted with further challenges. Studying a STEM subject is already very demanding, be it professionally, organizationally or mentally. If, in addition, microaggressions make the place of study and work an unsafe space, it becomes even more difficult for affected women to concentrate on the essentials: learning and personal development. Instead of being able to develop professionally, they have to constantly deal with subtle doubts about their competence and this costs energy that would be better invested elsewhere [deu]. Dealing with microaggressions is emotionally exhausting. Those affected have to be constantly vigilant, recognize subtle devaluations and process them internally. They are often unsure whether a comment was actually meant to be discriminatory or whether they are overreacting. This constant confrontation with possible or actual exclusion leads to a chronic state of stress [Lim]. This persistent stress can manifest itself in various psychological and physical symptoms, such as: Anxiety, depression, sleep disorders or physical exhaustion [Lim],[deu].


Effectively countering microaggressions in STEM fields


In order to counteract these negative developments, targeted measures are needed to encourage girls and young women to pursue their interests in STEM fields with confidence and free from social expectations. Various educational institutions initiate important campaigns to this end, such as the nationwide Girls' Day [Jea]. Such programs enable girls and young women to gain practical experience in occupational fields that are traditionally dominated by men and thus reduce possible anxieties about the field. Furthermore, it is of great importance to sensitize teachers to the topic through targeted training in order to minimize barriers and stereotypical assumptions in the school environment [Jea]. Positive role models are another important aspect. Targeted media work and the representation of diverse role models make it easier for girls and young women to identify themselves with STEM fields and recognize their own potential [Mül+18]. Last but not least, scholarship programs aimed specifically at women in STEM subjects also make a valuable contribution by offering financial support and at the same time sending an encouraging signal to choose these promising subjects. Such initiatives cannot completely prevent microaggressions, but they do strengthen self-confidence, create support networks and offer concrete prospects.


Microaggressions may seem small at first glance, but their effect is not. I've often heard phrases like “You're good for a woman” and didn't question them for a long time. Today I know that such statements are not simply meant nicely, but are part of a bigger problem. They reflect expectations and assumptions that accompany many girls and women in STEM fields. Often without them even realizing it.


This text was written by Maylis Schneider as part of the seminar “Diversity in the learning and working environment”, which Rea Eldem, founder and managing director of IN-VISIBLE, leads at the Hasso Plattner Institute.


Sources


[Bun] Statisches Bundesamt. Mehr als ein Drittel der Studienanfängerinnen und -


[Car] CareerTeam. Der lautlose Killer – Mikroaggressionen am Arbeitsplatz und wie sie verhindert werden. https://www.careerteam.de/de-insights/der-lautlose-killer-mikroaggressionen-am-arbeitsplatz-und-wie-sie-verhindert-werden


[deu] deutschlandfunkkultur. Wie Tausende kleine Mückenstiche. https://www.deutschlandfunkkultur.de/rassismus-macht-den-koerper-krank-wie-tausende-kleine-100.html 


[Jea] Yves Jeanrenaud. MINT. Warum nicht? 


[Lim] Limes Schlossklinik. Wie Mikroaggressionen das psychische Wohlbefinden beeinflussen. https://www.limes-schlosskliniken.de/blog/mikroaggressionen/#psychologie 


[Mic23] Patricia Michaelis. Beratungs- und Therapieerfahrungen, Mikroaggression - Zusammenhänge mit Lebenszufriedenheit und sexueller Zufriedenheit. de. Bachelor Thesis. Psychologie (B.Sc.), 2023, II, 45, XVII Seiten


[Mül+18] Ria Müller, Michael Kreß-Ludwig, Franziska Mohaupt und Astrid Gorsky. Warum (nicht) MINT? Was beeinflusst die Ausbildungs-und Berufswahlentscheidung junger Menschen (2018) 

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