DOI: 10.36347/sjahss.2023.v11i12.003

Pages: 341-350

This paper explores the persistent and multi-layered digital divide affecting girls of color in STEM education, drawing on global data from UNICEF (2023) and secondary sources in gender equity, education, and digital literacy. While access to the internet has expanded globally, adolescent girls remain systematically disadvantaged in both access and skills development. This exclusion is particularly pronounced among girls of color, who face intersecting barriers rooted in gender, race, class, and geography. The analysis highlights disparities in internet use, digital skill acquisition, and intra-household access patterns, revealing how social norms and educational systems limit meaningful engagement with technology. Using comparative data and intersectional theory, the paper situates global trends within the specific experiences of girls of color in high-income contexts such as the United States. Findings underscore that access alone is not sufficient; inclusive pedagogical practices, family engagement, policy reform, and digital safety are necessary to foster equitable digital learning environments. The paper concludes with actionable recommendations to create culturally responsive and gender-just pathways into STEM fields. Bridging this divide is essential for ensuring that girls of color are not excluded from the educational and economic opportunities of the digital age.