Despite national progress in women’s education, Bangladesh continues to face significant gender disparity in the fields of science, technology, engineering, and mathematics (STEM). This paper investigates the status of women in STEM education and employment using a mixed-method approach, combining secondary data analysis with qualitative insights from a small-scale exploratory survey. National statistics from 2021 to 2023 reveal a gradual increase in female enrollment at the tertiary level. Yet, women’s participation remains disproportionately low in engineering and technology universities, where they comprise less than 25% of the student population. Faculty-level data show similar trends, with women comprising less than 30% of university teachers. The survey findings also reveal that young women in STEM face multiple barriers, including a lack of mentorship, societal pressure, and limited institutional support. The paper highlights emerging efforts by academic leaders and organizations like Women in Digital, which are working to improve visibility and inclusion. However, it also underscores the need for stronger institutional and policy implementation. Key recommendations include early exposure to STEM, targeted scholarships, gender-sensitive counseling, inclusive hiring practices, and
improved data collection mechanisms. By addressing these gaps, Bangladesh can foster a more inclusive and innovative STEM ecosystem that fully leverages the talents of its female
population. This study contributes to the growing literature on gender equity in STEM and offers actionable strategies aligned with national development goals.