In recent years, the representation of women in science, technology, engineering, and mathematics (STEM) fields has become an increasingly important topic of discussion among educators, researchers, and industry professionals. Despite having comparable academic capabilities to their male counterparts, women remain significantly underrepresented in computational STEM fields. A groundbreaking study conducted by Baycrest, an esteemed academic health sciences organization based in Toronto, sheds light on this complex issue by exploring the cognitive factors that influence career outcomes in STEM disciplines.
The research indicates that persistent gender gaps in STEM careers can’t be attributed solely to differences in academic performance or cognitive ability. Instead, the study reveals that distinct cognitive strengths play vital roles in shaping career trajectories. The researchers examined the effects of two specific types of visual imagery: spatial imagery and object imagery. Spatial imagery encompasses skills related to navigation and mental rotation, while object imagery pertains to memory for objects’ features and colors. Understanding these dimensions of cognitive functioning offers novel insights into participation and success in STEM disciplines.
Findings from the study reinforce prior research demonstrating a positive correlation between spatial imagery abilities and success in STEM careers for all genders. However, the results reveal a surprising twist: object imagery abilities had a negative association with the selection and success in computational STEM careers, but this was predominantly observed among men. This notable differentiation signals a divergence in how spatial and object imagery comprehensively inform career pathways based on gender.
The implications of this research extend beyond academic achievements. Among the participants, composed of 4,545 individuals, researchers found that men with less vivid object imagery capabilities were more inclined to pursue computational roles within STEM disciplines and perform better in coursework related to these fields. In contrast, women who exhibited similar cognitive profiles did not display the same proclivity toward entering computational STEM careers, signaling potential sociocultural barriers that might discourage their participation despite equivalent cognitive competencies.
Dr. Moriah Sokolowski, the lead author of the study and an Adjunct Scientist at Baycrest’s Rotman Research Institute, articulates that the traditional views of spatial thinking as the cornerstone of STEM success remain intact. Yet, her findings emphasize the necessity of recognizing nonvisual reasoning as an important component in the landscape of computational STEM. This approach urges educators and industry professionals to reassess their criteria for identifying and nurturing future talent in these critical fields.
The comprehensive study also delved into the recruitment of participants with aphantasia, a condition that severely limits the ability to visualize imagery, to better understand the relationship between cognitive strengths and career success. By including individuals with diverse cognitive profiles, the researchers aimed to replicate and generalize their findings across different demographics, making a strong case for the importance of acknowledging the multitude of cognitive strengths that exist beyond conventional definitions of capability.
Notably, the researchers highlighted that women with comparable spatial and abstract reasoning skills were significantly less inclined to pursue careers in computational STEM despite their cognitive parity with men. This disparity may be influenced by a myriad of external factors, including social conditioning, cultural expectations, and potential experiences such as stereotype threat or math anxiety. By shining a light on these sociocultural dynamics, the research advocates for a more holistic understanding of the factors shaping career choices in STEM fields.
The findings prompt a broader discussion about how educational systems and corporate environments must evolve to create more inclusive avenues for engaging women in STEM. Current methodologies centered around identifying talent based purely on spatial skills may inadvertently overlook other crucial cognitive strengths relevant to computational roles. Redefining what constitutes skill in STEM could help inform the development of supportive learning environments tailored to diverse cognitive profiles.
In an era where technology and innovation are pivotal to our societal progress, adapting the approach to talent identification and support will be key to ensuring a diverse workforce that reflects the range of perspectives necessary for holistic growth in the field. Recognizing cognitive diversity as an asset rather than a limitation can help educators and employers implement strategies that resonate with a broader spectrum of individuals.
The research findings from Baycrest echo a pressing need for systemic change within educational and professional frameworks to facilitate dimensions of cognitive functioning that have been historically underestimated. This awareness could lead to the expansion of STEM educational programs that value various forms of intelligence, allowing institutions to nurture a wider array of talents and support women in their pursuit of STEM careers.
Through rigorous exploration of cognitive diversity, this pioneering study compels a rethinking of how societal, educational, and industry norms intersect to influence career trajectories in STEM. The evidence strongly supports the notion that when educational strategies account for multiple cognitive strengths, individuals, particularly women, are more likely to find pathways to successful careers in computational fields.
As the STEM landscape continues to evolve, it is imperative that stakeholders—educators, policymakers, and industry leaders—collaborate on initiatives fostering an inclusive environment where cognitive diversity is celebrated. Only then can the true potential of individuals be unlocked, paving the way for a more equitable representation of women in the future of STEM.
This research has important implications not only for those within the education sector but also for the industries reliant on STEM talent. By advocating for a culture that values cognitive diversity, the study opens doors to innovation and breakthroughs that are inclusive and representative of society as a whole.
In conclusion, the report from Baycrest not only highlights the cognitive dimensions influencing gender representation in computational STEM but also establishes a roadmap for future inquiries aimed at dismantling barriers. Recognizing and nurturing diverse cognitive strengths may ultimately reshape the narrative surrounding women’s participation in STEM, propelling our society toward a more equitable future where everyone can thrive in their chosen fields.
Subject of Research: Gender representation in STEM fields
Article Title: Visual Imagery and Gender Disparities in STEM Careers
News Publication Date: February 9, 2026
Web References: Baycrest website
References: Visual imagery and STEM occupational attainment: Gender matters. Published in Personality and Individual Differences. DOI: 10.1016/j.paid.2025.113552
Image Credits: Courtesy of Baycrest
Keywords
Dementia, Gender, Cognition
Tags: academic performance and gender in STEMBaycrest research on STEMbridging the gender gap in STEMcognitive factors in STEM careerscognitive strengths and career outcomesgender gaps in STEMimpact of imagery styles on STEMrepresentation of women in STEM fieldsspatial vs object imagery in STEMSTEM participation and successvisual imagery skills in educationwomen in science and technology
