CAGIS submitted recommendation to the Government of Canada for Budget 2025

CAGIS made a written submission to the House of Commons Standing Committee on Finance ahead of the 2025 federal budget, emphasizing the importance of breaking barriers for girls and gender-diverse youth to science, technology, trades, engineering, and mathematics (STTEM) fields. The submission addressed the Government of Canada’s focus on economic growth, highlighting the importance of STTEM and closing the gender gap for a strong Canadian economy.

Click here to read our full submission.

See below for our sources.

Sources

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Hanushek, E. A., & Woessmann, L. (2015). The economic impact of educational quality. In Handbook of international development and education(pp. 6-19). Edward Elgar Publishing.
Bacovic, M., Andrijasevic, Z., & Pejovic, B. (2022). STEM education and growth in Europe. Journal of the Knowledge Economy, 13(3), 2348-2371.
Adebayo, R. (n.d.). STEM Power: The Fuel for a Stronger Economy. Office of the Special Adviser on Africa, United Nations. Retrieved August 26, 2025, from https://www.un.org/osaa/news/stem-power-fuel-stronger-economy
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Employment and Social Development Canada. (2025, March 3). Government of Canada launches the next phase of the National Skilled Trades advertising campaign to promote careers in the skilled trades [News release]. Canada.ca. Retrieved August 27, 2025, from https://www.canada.ca/en/employment-social-development/news/2025/02/government-of-canada-launches-the-next-phase-of-the-national-skilled-trades-advertising-campaign-to-promote-careers-in-the-skilled-trades1.html
Future Skills Centre. (2024, December 2). The future of work: Addressing skill imbalances in Canada (Impact Paper). Future Skills Centre. Retrieved August 27, 2025, from https://fsc-ccf.ca/wp-content/uploads/2024/12/the-future-of-work_2024.pdf
Mahboubi, P. (2022, August). The knowledge gap: Canada faces a shortage in digital and STEM skills (Commentary No. 626). C.D. Howe Institute. Retrieved August 27, 2025, from https://cdhowe.org/wp-content/uploads/2025/01/Commentary_626_0-1.pdf
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Statistics Canada. (2023, January 6). Table 14-10-0335-02: Proportion of women and men employed in occupations, annual (inactive) [Data table]. Government of Canada. https://doi.org/10.25318/1410033501-eng
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Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender‐science stereotypes: A meta‐analysis of 5 decades of US Draw‐a‐Scientist studies. Child development, 89(6), 1943-1955.
Tan, A. L., Jocz, J. A., & Zhai, J. (2017). Spiderman and science: How students’ perceptions of scientists are shaped by popular media. Public Understanding of Science, 26(5), 520-530.
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118(48), e2100030118.
Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786.
Newall, C., Gonsalkorale, K., Walker, E., Forbes, G. A., Highfield, K., & Sweller, N. (2018). Science education: Adult biases because of the child’s gender and gender stereotypicality. Contemporary Educational Psychology, 55, 30-41.
Holder, K., & Kessels, U. (2017). Gender and ethnic stereotypes in student teachers’ judgments: A new look from a shifting standards perspective. Social psychology of education, 20(3), 471-490.
Aidy, C. L., Steele, J. R., Williams, A., Lipman, C., Wong, O., & Mastragostino, E. (2021). Examining adolescent daughters’ and their parents’ academic-gender stereotypes: Predicting academic attitudes, ability, and STEM intentions. Journal of Adolescence, 93, 90-104.