Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Norgbey, Enyonam Brigitte

doi:10.18192/jpds-sjpd.v1i0.2178

Cited by 3 publications

(6 citation statements)

References 26 publications

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“…Studies also suggest that women find the STEM environment intimidating, competitive and lacking in empathy; hence the tendency for more women to show interest in the social sciences where they are of direct service to people (Norgbey, 2017;Guy & Boards, 2019). The personal traits of conformance, nurturing and family commitment are some of the reasons advanced for the paucity of women in the STEM fields (Cech & Blair-Loy, 2019).…”

Section: Olaitan and Mavusomentioning

confidence: 99%

“…Parents tend to overemphasise their sons' abilities and underate their daughters' abilities in Mathematics (Gomez et al, 2020). Such parentals' influence on their children's career choices is important and should be considered since they give advice, emotional support, and financial provision to their children with mothers especially playing a critical role in their daughters' career choices (Norgbey, 2017).…”

Section: The Influence Of Societal Norms On Women's Underrepresentati...mentioning

confidence: 99%

“…In another vein, the global development divide is widening, thus hindering global competitiveness and economic advancement (Norgbey, 2017). There is a limited number of women who enrol for STEM programmes as compared to a high number of females in humanities and social science specialisations.…”

Section: The Influence Of Societal Norms On Women's Underrepresentati...mentioning

confidence: 99%

“…Patriarchy and culture negatively affect the STEM curriculum and teaching and learning styles and reinforce the gender gap in higher education and STEM programmes (Norgbey, 2017;Matete, 2022). Suggested strategies to combat gender inequality are gender mainstreaming, gender affirmative action, capabilities-based policies and practices, and awareness.…”

Section: Work Environmentmentioning

confidence: 99%

“…The lack of resources and adequate STEM skills can be insufficient for trainee scientists to interact and compete with peers worldwide (Okeke et al, 2017). To meaningfully contribute to global development in STEM fields, gender inequality must be resolved in African universities as well as in the global community at large (Norgbey, 2017). The exclusion of Africa in global participation due to the shortage of leading scientists contributes to an even greater gap in the underrepresentation of women in STEM (Okeke et al, 2017).…”

Section: Olaitan and Mavusomentioning

confidence: 99%

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Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Olaitan

Mavuso

2022

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The paper investigated the challenges faced by female students enrolled in the Science, Technology, Engineering and Mathematics (STEM) field of study. The social cognitive theory (SCCT) was employed to examine the role played by the environment, goals, behaviour, and self-efficacy factors of female students studying towards Engineering and Information Technology degrees at a traditional South African university. The study examined the interdependencies between these four factors and their role in female students’ success in STEM courses at the university. The finding revealed that female students possess the selfefficacy required to excel in their studies, despite overt or covert hostilities and other challenges they face during their study. The data analysis indicate that female students need the support of their families in achieving their goals. The fear of disappointing parents or family members if they fail to obtain their qualifications seem to be a key motivation to female students in STEM courses. It is recommended that all stakeholders be positively involved in ensuring that female students in the STEM fields get the needed support. Such support, in tandem with their self-efficacy, outcome expectations and goal setting, will ensure that they overcome obstacles and are adequately equipped to realise their dream of achieving qualifications in this critical segment of the economy.

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Section: Olaitan and Mavusomentioning

confidence: 99%

Section: The Influence Of Societal Norms On Women's Underrepresentati...mentioning

confidence: 99%

Section: The Influence Of Societal Norms On Women's Underrepresentati...mentioning

confidence: 99%

Section: Work Environmentmentioning

confidence: 99%

Section: Olaitan and Mavusomentioning

confidence: 99%

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Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Olaitan

Mavuso

2022

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Would female student teachers at primary teacher education colleges study mathematics were it optional?

Mwadzaangati

Kazima

2021

SAJE

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In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was conducted on the quantitative data while a thematic analysis was conducted on the qualitative data. The findings show that 68% of female students would choose to study mathematics while 32% would not. This correlated with the students’ mathematics scores at the end of their secondary school national examination. Those students with high score passes opted for mathematics and those with low score passes did not, suggesting that performance at secondary school influenced their confidence in studying mathematics. Female student teachers’ reasons for choosing or not choosing mathematics were it optional are classified into 5 categories: the perceived usefulness of mathematics, inner motivation to study mathematics, the nature of the college mathematics content, how mathematics courses are taught at colleges, and gender stereotype in mathematics lessons. We discuss these in relation to the Malawian government’s agenda of increasing participation of females in mathematics, science, technology, and engineering.

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Single-sex schools VS mixed-gender schools: comparing impacts

Özdere

2023

Reg Edu Res Rev

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This article provides an overview of the advantages and disadvantages of same-sex and mixed-gender schooling, the importance of diverse educational environments, the strategies for addressing disparities and promoting equality in education. The advantages of same-sex schools include potential benefits for academic achievement, social development, and the promotion of gender equity. However, disadvantages such as reinforcing gender stereotypes and limiting cross-gender interactions should be considered. Mixed-gender schools offer advantages such as diverse social interactions, balanced perspectives, and challenging gender stereotypes. However, potential disadvantages include gender disparities in attention and participation and the perpetuation of gender biases. Creating diverse educational environments is crucial for promoting positive outcomes in academic achievement, social development, cultural competence, and well-being. Strategies for addressing disparities and promoting equality include improving access to education, addressing gender disparities, prioritizing diversity and inclusion, enacting supportive legislation and policies, and engaging with communities. By implementing these strategies, educational institutions can create more equitable and inclusive learning environments. What makes this study particularly timely and relevant is the recent development of same-sex schools versus mixed schools as a political issue in Turkey. There are controversial discussions about this matter, and our research addresses these concerns with empirical evidence and a nuanced perspective.

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Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Cited by 3 publications

References 26 publications

Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Investigating the challenges faced by female students in STEM courses: case study of a traditional South African University

Would female student teachers at primary teacher education colleges study mathematics were it optional?

Single-sex schools VS mixed-gender schools: comparing impacts

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