Factors Affecting Gender Equity in the Choice of Science and Technology Careers among Secondary School Students in Edo State, Nigeria

Abstract

<p class="apa">The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, “Career Determinants. Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.</p>

In whose eyes am I technical? : Exploring the ‘problem’ of the (non)technical girl

“…Girls reported lower interest and self-confidence than boys in STEM in most studied countries (e.g., Chang et al, 2009;Dakers et al, 2009;Fensham, 2009;Osagie & Alutu, 2016) and even when the girl's demonstrated talent in pursuing science and technology careers, they were discouraged from doing so. Chang et al (2009) concluded that girls did not feel interested in learning about STEM, whilst Virtanen et al (2015) pointed out that girls were interested in studying environmentrelated issues.…”

Co-designing a framework for a persuasive educational technology tool for motivating female students for enrolment into Science, Technology, Engineering and Mathematics disciplines

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The Diversity of Learning Styles and Academic Performance of Biology Students

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