Gender Inequality in STEM: Socialization, Structural Barriers, and Institutional Dynamics in the Republic of North Macedonia

Gender equality constitutes both a fundamental human right and a central pillar of sustainable socio-economic development (Gјorgјioska et al., 2025). Despite notable gains in educational attainment, gender disparities remain pronounced in Science, Technology, Engineering, and Mathematics (STEM), particularly in pathways leading to technical leadership. This study explores the “Southeast European Paradox,” whereby countries such as North Macedonia and Serbia record substantially higher shares of female STEM graduates than the European Union average, yet struggle to retain this talent within the labor market (OECD, 2024).

Adopting a mixed-methods analytical approach, the research interprets these patterns through the theoretical lenses of social identity theory, social constructivism, and feminist institutionalism. The findings point to a persistent “leaky pipeline”: although women in North Macedonia perform strongly in tertiary education, a significant proportion subsequently exit STEM careers. This attrition is closely associated with exclusionary institutional environments, gendered perceptions of technical competence, and limited career progression opportunities. Comparative evidence from neighboring Southeast European contexts further indicates enduring sectoral segregation, with women underrepresented in high-value industrial domains relative to service-oriented sectors.

The study concludes that formally gender-neutral policy frameworks are insufficient to address these structural constraints. Instead, more robust and targeted interventions are required, including institutional accountability mechanisms such as Gender Responsive Budgeting, enforceable organizational quotas, and systematic gender-sensitivity training within educational and professional settings.