Abstract
The persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) fields stand as a significant barrier to realizing the United Nations' Sustainable Development Goals (SDGs), particularly those related to gender equality (SDG5), quality education (SDG4), and decent work in Nigeria. This paper examines the depth and implications of gender imbalances within STEM and underscores the multifaceted benefits of addressing this issue for broader societal progress. Leveraging a qualitative approach through content analysis of 139 secondary school students in Nigeria, we uncover the root causes behind the underrepresentation of women in STEM, using a theoretical framework of social context and social environment to form the basis of our analysis. Our sample was gotten from female secondary school students in both public and private schools in Nigeria. Our findings reveal that family influence play a significant role in the choice of STEM education for the girl child. Therefore, we recommend that encouraging girls' involvement in STEM subjects from the home front, as this is crucial, in dismantling cultural barriers and stereotypes for the girl child. This could be done through intentional role modelling and signposting to careers in STEM. We argue that by eliminating gender disparities in STEM, not only can women be propelled to the forefront of innovation, but can accelerate global efforts to meet the SDGs, fostering a more equitable and prosperous world.
Author Information
Chika Judith Abolle-Okoyeagu, Robert Gordon University, United Kingdom
Ojotule Onoja, Robert Gordon University, United Kingdom
Chioma Onoshakpor, Robert Gordon University, United Kingdom
Paper Information
Conference: ECE2024
Stream: Primary & Secondary Education
This paper is part of the ECE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Abolle-Okoyeagu C., Onoja O., & Onoshakpor C. (2024) Navigating STEM: Challenges Faced by Nigerian Female Secondary School Students ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 617-627) https://doi.org/10.22492/issn.2188-1162.2024.49
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.49
Comments
Powered by WP LinkPress