Educators’ Role As professionals accountable for science education in the middle schools, educators may act to reverse this tendency. They have to analyze the hidden program in the classrooms to see whether it obstructs young girls from having fair opportunities. Society has to investigate whether educators are without thinking tracking young girls into customarily “female” academic careers (Bystydzienski, Bird, 59-94). I believe that it is very important to raise awareness of these matters, evolve new expectations and norms, and redefine the formal and hidden programs so that they clearly support young females’ success in science. The intention is not to push young ladies into selecting careers in STEM fields, but to provide them with the required basis in these subjects so that as they start to make choices, they will not have already closed doors due to the negative stereotypes. The aim is to evolve critical thinking approaches of science education that are the foundation stone of productive lives in current globe. Family’s Role To acknowledge parental participation in education and its influence on student accomplishment, it is significant to differentiate among the different types of roles parents may play in regard to the kids’ education: ”¢ partners; ”¢ collaborators and problem solvers; ”¢ audience members; ”¢ supporters; ”¢ advisers and decision makers (DeWandre, 278-279). One of the most crucial elements in developing a girl’s self-concept with respect to science is the family attitudes toward the issue (Strauss, A06). Young females tend to react more than boys do to family expectations, whilst at the very same time the expectations are lower for young ladies than for boys when it comes to STEM fields. Conclusion Prominent females who dedicated their entire lives to develop the understanding of science in the past centuries prove that they neglected the idea that females were discriminated in the scientific spheres and simply concentrated on what they wished to achieve. Nevertheless, in Muslim states, gender-based prejudice, united with social and cultural barriers, limits participation of girls and women in science education. However, in the 21st century, technology is vital to each nation’s political, legal, economic and social health. Every element of society-fields is being touched by technology. Nations should present STEM fields to the students to make them prepared for future jobs. As a part of the current economy, Egypt must engage the intellectual potential of all pupils and students. A purely “female” style of performing may soon result in more crucial ideas and resolutions. The inclusion of more females will greatly benefit the STEM fields as their dissimilar skills are included into the vast array of enterprises. Egypt can’t simply overlook so much of the nation’s potential. It is important to combine the efforts of parents, educators and officials to create the educational environment in the STEM fields appropriate not only for boys, but also for girls.