Gender Disparity in STEM Participation: Classroom-Level Evidence on Girls Engagement in Mathematics, Chemistry, and Physics in Public Secondary Schools in Abuja, Nigeria

Source abstract

STEM (Science, Technology, Engineering, and Mathematics) education is central to national development, yet gender disparities persist, especially in girls’ participation in core science subjects at the secondary school level. This study examined girls’ participation in Mathematics, Chemistry, and Physics in public secondary schools in Abuja, Nigeria, focusing specifically on gender disparity in participation (enrollment, classroom presence, and engagement). Using a descriptive survey design, the study sampled 186 STEM teachers selected through purposive sampling. A structured, expert-validated questionnaire was used for data collection. Reliability analysis using Cronbach’s alpha yielded a coefficient of 0.70 for the perceptual items. Descriptive statistics were used to analyze the data. Findings showed moderate participation of girls in Mathematics (40-49%) and Chemistry (40-49%), but low participation in Physics (below 30%) as perceived by teachers. Teachers identified several factors influencing participation, including interest and motivation, beliefs about STEM, laboratory availability, parental support, peer influence, societal stereotypes, cultural attitudes, and the presence of role models. These results underscore the need for deliberate, sustained efforts by policymakers, schools, communities, and other stakeholders to strengthen girls’ engagement in STEM subjects. Public enlightenment programs delivered through PTAs, religious groups, and community meetings are recommended to challenge stereotypes and promote equitable participation in STEM disciplines.