Academics and career counselling and guidance professionals must do their utmost to demonstrate that, with sensitivity and up-to-date tools, they can effectively support individuals, organisations and different contexts. According to the authors Nota & Soresi, (2017), they define ‘Professional Counselling’ as a professional relationship that empowers diverse individuals, families and groups to achieve mental health, well-being, education and career goals.

According to the studies of Serbova et al. (2022), which present a model of gender sensitivity training in career counselling, it emphasises the development of knowledge, skills and values that promote gender equality. Key components include understanding gender stereotypes, promoting awareness of non-discriminatory practices and encouraging informed career choices. Skills involve effective communication and collaboration with specialist organisations that support gender equality. Values focus on respect, inclusion and the importance of creating a favourable educational environment that empowers all students, regardless of gender, to explore their potential freely.

Gender disparities in STEM fields have long prevented equal opportunities for women, limiting their participation and contributions to the global workforce. Despite growing global awareness of the need for gender parity in STEM, significant disparities persist. This imbalance is often influenced by socio-cultural norms that limit female participation in scientific and technical fields (Iloakasia, 2024). We know that this gender gap in STEM is driven more by prejudice than by ability (Luyckx et al., 2023). Career counsellors in schools have the potential to dispel myths about the difficulty of STEM subjects and encourage female students to see them as viable career options (Syeda & Zahid, 2024).

Although a large part of gender equality policies rightly focuses on promoting female participation in traditionally male-dominated areas, it is equally important to recognise the sectors where men are under-represented. Professions such as pre-school and primary education, nursing, social work and psychology continue to have a significant female predominance. For example, in the European Union, less than 3% of pre-school teachers are men (Eurostat, 2021), and the proportion of men in nursing rarely exceeds 15% (OECD, 2022). This unequal distribution reflects not only personal preferences, but also cultural norms and gender stereotypes that associate these professions with ‘care work’, traditionally attributed to women. Tackling this reality requires the development of inclusive strategies by career guidance systems that encourage young men to explore these careers and combat the associated stigma. Gender diversity in these sectors can contribute to more balanced working environments and a more comprehensive response to society’s needs. Areas such as social work, community support and family intervention are also occupied largely by women. Men can face gender stereotypes when entering these careers, especially those related to emotional care (Crompton, R., 2006). This gender disparity can also be seen in the Clinical Psychology, Speech Therapy and Psych pedagogy courses, where the majority of students and professionals are female (EFPA, 2020).