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In the Netherlands, the first choice girls make towards, or away from, the STEM-field is the choice between humanities focused mathematics and natural sciences focused mathematics in lower secondary education. Girls mostly decide towards humanities focused mathematics, while natural sciences focused mathematics is mandatory for most STEM-studies. As this choice is likely influenced by the lack of diversity in their mathematics textbooks and their sense of belonging towards the STEM-field, these aspects are studied. This research aims to find out which factors influence girls’ mathematics choice and their sense of belonging towards the STEM-field. This is done by analysing the diversity in mathematics textbooks and by interviewing girls about their mathematics choice and their sense of belong towards the STEM-field. The textbook analysis shows a clear lack of diversity in the textbooks. White men are overrepresented, except in the ‘supportive’ questions. The ‘supportive’ questions are the only part of the books in which women are more present than men. When looking at individuals who represent the STEM-field, white men are overrepresented even more strongly. The interview results indicate the teachers have a big influence on the girls’ mathematics choice and the girls have very stereotypical views of the STEM-field. The lack of diversity in the textbooks and the girls’ stereotypical views have a big impact on their sense of belonging. In turn, their sense of belonging and their teachers have an influence on their mathematics choice. This choice can already steer girls away from the STEM-field at 15 years old.