The aim of this review article is to analyse the main barriers to women's participation and development in STEM (Science, Technology, Engineering, Mathematics) and the modern technology sector. The desk research method was used to analyse the problem. It is the technology industry that employs STEM graduates and offers prestigious, high-paying positions, the vast majority of which are held by men. Education and the labour market related to STEM and modern technologies are dominated by men, which results in a significant underrepresentation of women in these areas and leads to clear disparities in this regard. In the study, which has an interdisciplinary character, connections were indicated between gender stereotypes, educational segregation and the impostor syndrome, which together contribute to limiting equal opportunities in the choice and development of women's career paths. It also emphasizes the significance of barriers such as the glass ceiling, the gender pay gap, and the leaky pipeline, stressing that these are interconnected phenomena that reinforce systemic inequalities. It was also important in this context to adopt an intersectional perspective, which enabled the identification of diverse groups of women based on differing socio-economic, cultural, or ethnic environments. This approach allowed for a better understanding of how these factors intersect with the problem of gender inequality in STEM. The mechanisms described in the text form a coherent system of barriers to women's development, the overcoming of which constitutes a significant educational challenge requiring the implementation of inclusive actions. The issue presented fits within the contemporary problem area of labour pedagogy.