The majority of individuals do not become scientists. Indeed, even in societies in which acquiring a scientific education is not particularly difficult, only a minority of adults can plausibly call themselves scientists. Obviously, this relates to Nelson's contribution, in which it is claimed that the educational system in the USA is biased toward an oversupply of scientists. Whether or not this true, most children do not perceive science, or for that matter, higher education, as a sufficiently attractive activity to pursue it. This does not apply purely to females.
All young people assess the available options and decide which are most attractive.
Clearly, pursuing a career of which higher education is a major component is not an overwhelmingly popular choice. However, it would be a mistake to attempt to glamorize science or education. Several of the contributors, such as Krummacher and Scheermeyer mention the most obvious of these, child-bearing and raising. Using this as an example, I would suggest that decisions concerning child-bearing and raising begin to be made early in a child's life. Not only tentative decisions to pursue this, but also behavioral orientations consistent with it.