Abstract
This study aimed to examine the factors contributing to gender inequality in STEM education, and the conclusions served as the foundation for policy recommendations. The findings of this study served as the foundation for a policy on integrating gender equality themes into STEM education. Gender disparity in STEM education is striking, claims New UNESCO (2017). Female students' learning experiences are compromised by gender stereotypes and discriminatory, prejudiced attitudes, which also restrict their options for higher education. This is the study's GAP, which the STEM Education policy has to address. This study used a content analysis-based qualitative methodology. Contextual analysis can be done in one of three ways: traditional, guided, or summative. These methods analyzed the data concepts tied to the paradigm's significance. Data analysis employed coding to identify common themes in the data. The study's conclusions showed that women have a role in science. One of the reasons some females are not interested in STEM is culture. As a result, gender sensitization training programs should be integrated into STEM Education to promote gender equality among students.
Author Information
Faith Stephanny C. Silor, Mindanao State University-Iligan Institute of Technology, Philippines
Adelfa C. Silor, Mindanao State University-Iligan Institute of Technology, Philippines
Paper Information
Conference: BCE2023
Stream: Interdisciplinary
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Silor F., & Silor A. (2023) Gender Inequality in STEM Education: Basis for Gender Sensitization Program ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.40
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.40
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