Navigating STEM: challenges faced by Nigerian female secondary school students.

Abolle-Okoyeagu, Chika Judith; Onoja, Ojotule; Onoshakpor, Chioma

Abstract

The persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) fields stand as a significant barrier to realising 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 79 female secondary school students in Nigeria, we uncover the root causes behind the under-representation of women in STEM, using a theoretical framework of social context and social environment to form the basis of our analysis. 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.

Citation

ABOLLE-OKOYEAGU, C.J., ONOJA, O. and ONOSHAKPOR, C. [2024]. Navigating STEM: challenges faced by Nigerian female secondary school students. In Proceedings of the 12th European conference on education (ECE 2024), 11-15 July 2024, London, UK. Nagoya: International Academic Forum (IAFOR) [online]. (Forthcoming)

• Conference Name: 12th European conference on education (ECE 2024)
• Conference Location: London, UK
• Start Date: Jul 11, 2024
• End Date: Jul 15, 2024
• Deposit Date: Apr 24, 2024
• Publicly Available Date: Jul 18, 2024
• Series Title: European conference on education official conference proceedings
• Series ISSN: 2188-1162
• Keywords: Women scientists; Women and society; Science, technology, engineering and medicine (STEM); Science education; Nigeria
• Public URL: https://rgu-repository.worktribe.com/output/2307849