Science, Technology, Engineering and Mathematics (STEM): Liberating Women in the Middle East

Abstract

Middle East Region is home to more than 400 million people, representing 5% of world population, and boasts aworkforce of 103 million scattered across 22 countries (Lord, 2016). Sixty five percent of the populations are youngaged 25 or under, which puts growing stress on educational, health and social systems. Over the last decade, mostMiddle East countries put into action many reforms for women’s rights and sensitivity toward gender issues. Currently,almost all Middle East countries have ratified the Convention on the Elimination of all Forms of Discrimination againstWomen (CEDAW). Many nations in the Region shown strong commitment to uplift education and make themaccessible to all eligible women. There was also substantial increase in the allocation of funds for education in nearlyall Middle East nations. For a balanced national development, women are needed in the various areas where theirfunctions are most suitable. In principle, there are equal opportunities for both genders but social perception andprejudice determine which types of employment are particularly suitable for women or men. Several renowned MiddleEastern women are Physicians, Chemist, Physicist, Engineers, Doctors, Judges, Lawyers, Journalist, Poets, Novelistand even Legislatives (Islam, 2017)

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

“…Especially in the Middle Eastern countries, women's participation in science-related occupations is low as 25% of the total workforce [116] regardless of the average educational expenditure has increased to 16% of their total national wealth [4]. Some other researchers suggest that students' negative perceptions that science subjects are challenging to learn and a lack of motivation for science subjects diminishes enrollments [2]. Some other reasons discussed in the low enrollment of women students in science subjects related to socio-cultural and family responsibilities and associated restrictions and negative perceptions [116].…”

“…Science education has gained renewed interest and prominence today to fulfill the increasing demand for future medical practitioners and scientists and minimize the increasing gap of the skilled workforce [1][2][3][4]. Despite the growing importance of science education, many gaps and problems exist that need extensive research to explore underlying causes to propose remedial measures to attract students and cultivate positive science education attitudes [1,[5][6][7].…”

Perceptions of female students toward hologram video conferencing technology at AOU

“…However, there is a great polarity in the percentage of women in the labor force who enroll and graduate from technological fields. It is also important to state that the paper eventually concludes through statistical analysis that there was found to no greater gender difference of students in technological streams (Islam, 2019). Exploration from the above-given research paper has revealed that women in SA are actively participating in STEM domains.…”

Gender Equity in STEM in Higher Education

“…In particular, much remains unknown to global readers about how STEM women students and professionals in countries with low gender equality face challenges and fight for women's rights and gender issues in STEM fields and their country. For example, many Middle Eastern countries have endorsed the Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) and shown a strong commitment to broaden access to STEM education and workforce for women (Islam, 2019). From the UNSCO and World Bank statistics, Islam (2019) suggests that there is not much gender difference and women even outnumber men in most STEM enrollment and degree attainment in higher education (except engineering).…”