Gender Imbalance in STEM Programs in Nigeria
Abstract
Gender imbalance in Science, Technology, Engineering, and Mathematics (STEM) education is a persistent global challenge, particularly in Nigeria, where societal and institutional factors often limit women's participation in these fields. This study investigates the gender disparities in enrollment across STEM programs at the University of Agriculture, Makurdi, over four academic sessions (2009–2013). Using secondary data analysis and theoretical insights from Bandura's Social Cognitive Career Theory, the research examines the enrollment trends of male and female students in selected STEM programs. Findings reveal significant gender imbalances, with male students consistently outnumbering their female counterparts in Mathematics, Computer Science, and Statistics programs.
In contrast, Biology Education exhibited near gender parity. The results suggest that societal stereotypes, self-efficacy perceptions, and parental influence significantly shape career choices, perpetuating the underrepresentation of women in STEM. The study highlights the need for targeted interventions to address systemic barriers and promote gender equity in STEM education in Nigeria and beyond.
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