Experts are exploring gendered trends in STEM programs and shedding light on systemic barriers that prevent women’s full and equal participation in African higher education institutions.
Experts are exploring gendered trends in STEM programs and shedding light on systemic barriers that prevent women’s full and equal participation in African higher education institutions.
New research suggests that role models, mentorship, and maternity breaks are key strategies in addressing Africa’s gender gap in the field of STEM (Science, technology, engineering, and mathematics).
Studies on inclusive policies that seek to address Africa’s STEM gender gap were discussed during a panel at the African Research Universities Alliance (ARUA) conference, an event hosted by Canada’s International Development Research Center (IDRC).
“I run a program where we have more fellows who are women. It was possible because we have given them a supportive environment,” said panelist Florah Karimi, executive director of the African Population and Health Research Center in Kenya.
The panel discussions aimed to explore gendered trends in STEM programs and shed light on systemic barriers preventing women’s full and equal participation in African higher education institutions.
Karimi cited reasons for the gender disparity in STEM, including a lack of women mentors and role models, sexual harassment, limited employment opportunities due to discrimination, low awareness of STEM courses, and inadequate career guidance.
She emphasized the need for policies prioritizing supervision, mentorship, and role models from the early stages of education. These policies, she suggested, should encourage women to pursue STEM, provide research funding and scholarships, and ensure equal opportunities for employment and leadership.
According to Karimi, these policies aim to dismantle barriers and foster an inclusive STEM community by addressing factors such as age and maternity leave. She noted the crucial role of promoting mentorship and role models, even at an early stage of education, in combating negative stereotypes.
Karimi emphasized the importance of policies encouraging young women to pursue and excel in STEM programs, creating more research funding and scholarships for women. She mentioned the implementation of gender-focused policies in East Africa to promote increased women’s participation in STEM.
A UNESCO Institute of Statistics study shows that less than a third of the world’s researchers are women despite a growing advocacy for women empowerment in the areas of science and math.
Katie Bryant, program officer at IDRC, stressed the urgent need for proactive approaches to dismantle systemic barriers and foster gender inclusivity within the STEM landscape in African higher education institutions.
Rose Omari, a panelist and deputy director at the Council for Scientific and Industrial Research in South Africa, underscored the low female representation in STEM in Benin and Ghana based on her research project, “Women in Engineering Education and Careers in Benin and Ghana.”
Omari’s project, focusing on women’s participation in engineering programs, revealed a gradual increase in female enrollment over 18 years but highlighted challenges in achieving gender balance.
Meanwhile, Roseanne Diab’s project, “Eliminating Barriers to Women’s Participation in Science – A Study of the African Research Universities Alliance,” highlighted the challenges women pursuing science careers in Sub-Saharan Africa faced. The study revealed a concentration of women in non-science fields, limiting their opportunities for higher-level positions within academia.
The underrepresentation of women in science in sub-Saharan Africa directly impacts their prospects for leadership roles in universities, hindering their ability to shape the direction of scientific research and innovation on the continent, the study noted.
Independent non-profit organization EngineeringUK has recommended increasing and improving STEM outreach activities for girls to address the gender gap in engineering and technology.
In its report titled “Rapid Evidence Review – Interventions to increase girls’ aspirations for engineering and technology careers”, the group found that women are significantly underrepresented in engineering and technology, accounting for only 16.5 percent of the engineering workforce compared to 47.7 percent of the total workforce.
Key takeaways from the report include engaging girls with engineering and technology at an early age, challenging gender stereotypes, understanding the complexities of gender identity, and featuring role models closer to their age are among the crucial lessons for successful outreach programs. Showcasing a diverse range of career paths in the field can also generate interest in the subject, it added.
