Through a systematic review of the literature regarding (science, technology, and innovation) STI policy and its parent domains—(science, technology, engineering, and mathematics) STEM and policy-making—this article presents a systematic discussion on the key factors perpetuating the underrepresentation of women within STI policy. Eighty-three articles met the inclusion criteria and were coded for the literature synthesis. The analysis identified gender bias and inequitable education as the two key factors perpetuating the underrepresentation of women in STI policy and four overarching themes emerged. These themes included: (1) the need for more women in STI policy, (2) intersectionality and the underrepresentation of women in STI policy, (3) systemic issues in education and gender bias, and (4) the role of education in addressing the underrepresentation of women in STI policy, which involves exploring education frameworks and their potential impact on student learning. Future research directions to counter the underrepresentation of women in STI policy are then proposed.