Exploring the Gender Gap in Science, Technology, Engineering, and Mathematics (STEM), and Soft Skills, and Knowledge of Role of Models Among Students in Rural Uganda

Abstract

Background: Globally, women’s representation in STEM fields remains significantly lower than that of men. Studies assessing the STEM gender gap in disadvantaged rural-based schools are lacking.

Objective: To examine the gender differences in attitudes towards STEM and soft skills, and knowledge of role models among students of Nakivale secondary school in Nakivale refugee settlement, southwestern Uganda.

Methods: We employed a cross sectional study design that administered pilot tested questionnaires to 111 secondary school students in Nakivale secondary school.

Results: More girls than boys reported negative attitudes towards STEM. Both boys and girls demonstrated low attitudes towards the 21^st century skills (such as goal setting, leadership skills, team work skills, time management and computer/internet skills), low intentions of pursuing STEM-related subjects in future, as well as limited exposure to STEM role models.

Implication: Interventions to address girls’ negative attitudes towards STEM, improve students’ 21^st century skills, develop students’ interest in STEM subjects/careers, and link students to role models are urgently needed especially in marginalized areas such as refugee settlements.