Girls’ faith in their science abilities also seems to vary with the type of task they are asked to perform. Chapter 7 in this report discusses evidence on women’s under-representation in science, technology, engineering and mathematics (STEM) subjects and careers, and emphasises the importance of programmes aimed at challenging gender-stereotypical attitudes and expectations and at building girl’s self-confidence in STEM fields. Governments must also tackle discriminatory norms, attitudes and practices through, for example, gender-awareness training, media programmes, and the endorsement of girls’ education by community leaders.