Currently, there is ambiguity regarding the volume of empirical research that delves into gender stereotypes linked to STEM in primary and secondary education. To shed light on the prevailing literature and pertinent challenges, we undertook a systematic review, adhering to the PRISMA guidelines. This examination encompassed empirical studies sourced from Scopus and Web of Science, culminating in the inclusion of twenty-four studies. The findings underscore the imperative to augment prior research that provides empirical insights into social and scientific narratives surrounding gender stereotypes. This review illuminates gender disparities within the educational system and the reduced female engagement in STEM. Concurrently, it advocates for formulating public policies and early-stage interventions to highlight how STEM disciplines can bridge these gender imbalances at the primary and secondary school stages. From our vantage point, this systematic review will catalyse forthcoming empirical inquiries. Whether stemming from real-world practices or geared towards enriching a specific theoretical framework, such research, especially involving students from Latin American nations, is of the essence. Notably, our search did not uncover any studies addressing the themes broached in this investigation about these regions. It is thus pressing to accelerate efforts in these territories to acknowledge the cultural and societal hurdles impinging upon STEM education.