Abstract:In order to narrow the gender gap in the science, technology, engineering, and math (STEM) field, many countries have formulated relevant policy measures. This study summaries policy documents, plans and projects of women’s STEM education in different countries, and conducts text content analysis from three aspects, i. e., policy makers, policy elements, and policy implementation and evaluation. Results show that there are three types of policy makers, and each has their own focus. In terms of policy elements, it emphasizes that STEM education for female students in the education stage, as well as the attention to content such as social norms and stereotypes, career development, policy formulation process, and innovation and entrepreneurship has increased. In terms of policy implementation and evaluation, it emphasizes that the implementation of responsible entities and cross departmental cooperation, and focuses on collecting gender data and improving policies with an evidence-based approach. At the same time, this study summarizes the types of implementation cases, and elaborates the foreign projects and measures to improve female STEM education and promote women’s participation in STEM fields into five categories, namely, tools and methods, resource orientation, training and communication, platform promotion, and social awareness. To better promote the development of STEM education for women in China, this study summarizes the inspiration and proposes policy suggestions from four aspects, i. e., policy planning, scientific evidence based, project development, and female empowerment.