There is no reason to think that just because people aren't interested in finding random women in STEM fields as possible role models for their daughters mean they are not interested in girls having the same rights as boys (I do not see why or how my children as individuals should have the same life experiences and no two people have the same potential).
There are dozens of branches of feminism, and just because someone disagrees with an aspect of one or any of them or are not interested in one particular idea from a feminist doesn't mean they don't care about sex equality or feminism in general.
Personally, I don't like the hyperfocus on STEM fields as the way to get sex equality, I don't see why I should be encouraging any of my kids into particular fields rather than giving them wide exposure to a wide range of things they can do and I find the idea that I should be specifically looking for strangers to encourage my children in certain areas absurd. While there is a lot of anecdotal evidence, the research on media and such representation to encourage people to do particularly well or be interested in an area does not have very good evidence for it, if anything, a lot of it shows it is at best neutral and some show a detrimental effect of having someone who shares a few traits with us held up for us.
People we actually know and can talk and access to resources and materials in the area to tends to work better than historical or celebrity figures we see from a distance. No amount of pictures and bios matters if there is no one to talk to or no places close by to be able to try those things, without those, it's little more than a fairy tale we may feel judged against - that we are not 'good women' for failing those ideals.
I think the 'best toolbox' has nothing to do with STEM specifically, but taking an individualized approach that looks realistically at that they need. I don't need any of my kids to be 'amazing', I certainly don't think I am, but they will need good communication skills along with emotional, social, and technical competency, understanding of the world around them and the areas that interest them, what they can help solve problems and make things better, and many other basics that will do them and others good no matter what their future employment is, which is only a tiny fraction of who they will be as adults.