Addressing the Barriers to Girl-Child’s Enrolment in STEM in Uganda: Secondary School Teachers’ Perspectives
DOI:
https://doi.org/10.53819/81018102t4393Abstract
The prevailing gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education continue to undermine equity and national development in Uganda. Despite progressive policies on compulsory science subjects and differentiated active learning, female enrolment has remained disproportionately low. This study was guided by the Expectancy-Value Theory to examine teachers’ perspectives on the factors hindering girls’ entry into STEM with a focus on the mindset change, gender-responsive curricula, and supportive programs. A cross-sectional correlational design was used with 191 secondary school teachers who were pursuing either bachelor’s or master’s programs at Makerere and Kyambogo Universities. Data was collected and analysed using a self-administered questionnaire and Pearson correlation coefficient respectively. Results revealed significant positive correlations for all the variables. Mindset change with a moderate correlation (r = 0.350, p< 0.01), highlighting the role of societal and teacher attitudes in increasing females’ confidence and aspiration for success. Gender-responsive curricula showed (r = 0.566, p < 0.05), stressing the need for inclusive pedagogy to enhance girls perceived value of STEM subjects. Finally, it was found that gender supportive programs can play a transformative role in mentorship, and advocacy to reduce barriers that impede students’ interest in STEM. The study concludes that addressing gender disparities in STEM requires multi-faceted strategies that target the educational supportive programs, pedagogy, and mindset orientation. The study recommends the need for rolling out gender supportive initiatives, institutionalization of gender-responsive practices that can empower girls to embrace scientific and technological advancement.
Keywords: Gender-responsive curriculum, Gender disparities and Supportive programs, Expectancy-Value Theory, Mindset change and STEM education
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