ABSTRACT

This research study titled “Gender Stereotypes and Girls’ Participation in STEM education in selected secondary schools in Yaounde III municipality” was carried out in the Centre Region of Cameroon, Mfoundi subdivision. The purpose of the study was to investigate the effects of gender biases on girls’ participation in STEM education. The investigation was guided by some research questions; to what extent does gendered curriculum affects girls’ participation in STEM education, how does female role model affect girls’ participation in STEM education, how does gendered textbooks affects girls’ participation in STEM education, how does gendered language affects girls’ participation in STEM education. Employing a mixed-methods approach, both quantitative and qualitative data were collected from 300 respondents, including school administrators, curriculum developers, STEM teachers, policymakers, female STEM professionals, and students. The quantitative regression analyses revealed significant correlations between gendered curriculum, female role models, gendered textbooks, and gendered language with girls’ participation in STEM. High R Square values and statistically significant F and t-values across all models suggest these factors critically influence girls’ engagement in STEM fields. Qualitative insights from interviews highlighted the nuanced ways these gendered factors shape educational experiences and aspirations. The findings underscore the importance of gender-inclusive educational practices, visibility of female role models, and the need to address gender biases in textbooks and language. The study provides recommendations for curriculum enhancement, mentorship programs, community engagement, and inclusive language policies to foster equitable educational environments. Theoretical insights that guided the study were; The Social Learning Theory of Bandura (1977), Gender Schema Theory of Sandra Bem (1981) and The Stereotype Threat Theory of Claude Steele (1995), whose perspectives inform the analysis and guide future educational policies and practices.   

CHAPTER ONE

GENERAL INTRODUCTION

Introduction
Gender stereotypes have long permeated societies, influencing societal norms, expectations,
and opportunities for individuals based on their gender. One area where the impact of gender stereotypes is particularly pronounced is in the field of Science, Technology, Engineering, and Mathematics (STEM) education, where women and girls have historically been underrepresented. Despite considerable progress in recent years, gender disparities persist, with a significant gender gap still observed in STEM-related field (Hill, Corbett & St Rose, 2010).

Hill, Corbett & St Rose (2010) further posit that women make up only 34% of the workforce in science, technology, engineering and math (STEM), and men vastly outnumber women majoring in most STEM fields in college. The gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering. In their view, engineering and computer science which are two of the most lucrative STEM fields  remain heavily male dominated. Only 21% of engineering majors and 19% of computer science majors are women (Hill, Corbett & St Rose, 2010). Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security, ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.

STEM fields are often viewed as masculine, and teachers and parents often underestimate girls’ math abilities starting as early as preschool. Because fewer women study and work in STEM, these fields tend to perpetuate inflexible, exclusionary, male-dominated cultures that are not supportive of or attractive to women and minorities. In addition, girls have fewer role models to inspire their interest in these fields, seeing limited examples of female scientists and engineers in books, media and popular culture. There are even fewer Black women role models in math and science. Teachers, who are predominantly women, often have math anxiety they pass onto girls, and they often grade girls harder for the same work, and assume girls need to work harder to achieve the same level as boys (Hill, Corbett & St Rose, 2010)

The gender imbalance in engineering specialties has been observed at the stage of admission to the university. A certain influence is rendered by gender stereotypes, and parental expectations, and lower confidence of girls in their knowledge. As a result of all these factors at the time of entering higher school the proportion of women wishing to study technical specialties, is reduced. Investigating the research even further displays not only a gender gap in students’ choice of majors in higher education, but it also transfers to the work place. Research shows that female faculty members in higher education “still represent approximately one in five faculty members employed in computer science, mathematics, engineering, and the physical sciences collectively” (Girls, Inc., 2016, para 2). In STEM specific workplaces, such as the engineering field, the science field, the math field, and the technology field, men still hold more jobs than women. For example, the Society of Women Engineers states that in 2003 approximately 20% (~12,000) of new engineers were women, compared with about 80% of men (~49,000), however this is an increase from generations past (Crawford, 2012). Therefore, there is a recognized phenomenon in society that advances men in fields related to STEM while discouraging or leaving women behind. While this phenomenon has been studied for generations, there is still a wide range of theories to understand the gender gap in STEM fields. So, researchers and STEM professionals again ask the question, “Why is there a gender gap in STEM fields? This is the question this study seeks to address by advancing four specific indicators related to gender stereotypes which are gendered curriculum, gendered language, the presence of female role models and gendered textbooks