Journal article
Advancing equity in STEM education for girls in sub-Saharan Africa: A systematic review through an intersectional lens
American Journal of STEM Education, v 13, pp 57-84
27 Jun 2025
Abstract
Persistent gender inequality in STEM education across Sub-Saharan Africa is driven not only by unequal access but also by deep-rooted socio-cultural, economic, and institutional barriers. Although there has been an increase in enrollment in general education, girls remain significantly underrepresented in STEM fields, with an average participation rate of just 21%. Grounded in Crenshaw’s (1989) theory of intersectionality, this literature review examines current academic studies and policy reports from five countries: Cameroon, Kenya, Nigeria, Ghana, and South Africa. The findings identify key barriers like harmful cultural norms, poverty, early marriage, adolescent pregnancy, institutional neglect, and gender-biased curricula. These factors combine to limit girls’ sustained participation and success in STEM education. The review proposes inclusive learning, support for adolescent mothers, curriculum reform, and data-driven policies. It calls for a STEM ecosystem that empowers African girls to become leaders and innovators.
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Details
- Title
- Advancing equity in STEM education for girls in sub-Saharan Africa
- Creators
- Akem Solange Ojong (Corresponding Author) - Drexel UniversityKareem Edouard - Drexel University
- Publication Details
- American Journal of STEM Education, v 13, pp 57-84
- Publisher
- Star Scholars Press
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Other Identifier
- 991022161242404721